ECLECTIC      EDUCATIONAL      SUJUES. 


MCGUFFEY'S 


ECLECTIC  THIRD  HEADER: 


CONTAINING 


LESSONS  IN  PROSE  AND  POETRY. 


By  Wm.  II.  MPGUFFBT,  LL.  D. 


PERMANENT    STEREOTYPE    EDITION. 


CINCINNATI: 

SARGENT,    WILSON    &    HINKLE. 

NEW   YORK :    CLARK  &  MAYNaRD. 


I'f^Vf^ 


THE  LIBRARY  OF  THE 

UNIVERSITY  OF 

NORTH  CAROLINA 


PRESENTED  BY 

Robert  M.  Lester 


JK3BPPT  tt  V 
I 


yi^. 


/  w 

I  / 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hill 


http://archive.org/details/mcguffeysnewlyremcgu 


©- - 

ECLECTIC      EDUCATIONAL     SERIES. 


:cGUFFEY'S 


NEWLY  REVISED 


ECLECTIC  THIRD  READER, 


CONTAINING 


RULES    FOR    READING; 

AND 

EXERCISES   IN   ARTICULATION,  DEFINING,  ETC. 
BcbfseU  ante  KmprobcTi. 


Br   Wm.    H.    M^GUFFEY,  L.  L. 


BSVISED   ELECTROTYPE   EDITION. 


CINCINNATI: 

SARGENT,    WILSON    &    IIINKLE. 

NEW  YORK:    CLARK  &   MAYNARD. 


-® 


Q- 


-® 


FROM  THE  AMERICAN  ANNALS  OP  EDUCATION. 

"  The  Eclectic  System  aims  at  embodying  all  the  valuable 
principles  of  previous  systems,  without  adhering  slavishly  to  the 
dictates  of  any  master,  or  the  views  of  any  party.  The  leading 
principle  of  this  system  is,  that  the  child  should  be  regarded, 
not  as  a  mere  recipient  of  the  ideas  of  others,  but  as  an  agent 
capable  of  collecting,  and  originating,  and  producing  most  of 
the  ideas  which  are  necessary  for  its  education,  when  presented 
with  the  objects  or  the  facts  from  which  they  may  be  derived. 
While,  on  the  one  hand,  the  pupil  is  not  reduced  to  a  mere 
machine,  we  should  carefully  avoid  the  other  extreme  into  which 
some  have  fallen,  of  leaving  him  to  wander  indefinitely  in  search 
of  truth,  in  order  to  secure  the  merit  of  discovery." 


Entered  according  to  the  Act  of  Congress,  in  the  year  Eighteen  Hundred  and 
Fifty-Three,  hy  Winthrop  B.-Smith,  in  the  Clerk's  Office  of  the  District  Court  of  the 
United  States,  for  the  District  of  Ohio. 


FROM  THE  EDUCATION  REPORTER. 

Among  the  duties  of  the  guardians  of  Public  Education,  it  is 
one  thing  to  provide  the  ways  and  means  in  support  of  the 
cause,  another  to  obtain  competent  teachers  ;  and  last,  to  fur- 
nish them,  as  you  would  the  mechanic  or  artist,  if  you  would 
expect  the  best  result  from  their  labors,  with  proper  tools  and 
materials  :  that  is  to  say,  with  the  best  books.  Money  lavished  in 
the  purchase  of  inferior  books,  is  not  only  lost,  but  that  time, 
which  is  the  most  precious  to  the  young  for  improvement,  is 
gone,  and  can  not  be  redeemed.  McGuffey's  Eclectic  Readers 
are  entitled  to  the  approbation  of  all  who  wish  good  Books. 


Electrotyped  at  the  Franklin  Type  Foundry, 
Cincinnati,  Ohio. 


-® 


©- 


PREFACE. 

This  book  is  intended  as  a  regular  successor  to  the  "Eclectic  Second 
Reader ; "  and  to  such  other  lessons  in  reading  and  spelling  as  form  an 
equivalent  to  the  first  and  second  volumes  in  the  ' '  Eclectic  Series." 

Teachers,  however,  and  pupils  also,  will  find  it  best  to  use  the  series 
entire,  as  the  several  numbers  are  constructed  on  a  uniform  plan,  and 
involve  an  identity  of  principle  in  more  respects  thaa  would  readily 
occur  to  a  superficial  observer. 

To  those  who  may  have  used  the  Readers  intended  to  precede  the 
present  work,  little  need  be  said  in  explanation  of  the  method  pursued 
in  the  arrangement  of  this  volume.  It  only  carries  out  still  further 
the  principles  on  which  they  were  composed,  and  which  will  be  found 
to  characterize  the  Fourth  Reader. 

In  making  his  selections,  the  Compiler  has  drawn  from  the  purest 
fountains  of  English  literature,  and  has  aimed  to  combine  simplicity 
with  sense,  elegance  with  simplicity,  and  piett  with  both,  so  far  as 
these  qualities  can  be  combined  with  that  which  is  transferable  to  a 
printed  page. 

For  the  copious  extracts  made  from  the  Sacred  Scriptures,  he  makes 
no  apology.  Indeed,  upon  a  review  of  the  work,  he  is  not  sure  but  an 
apology  may  be  due  for  his  not  having  still  more  liberally  transferred 
to  his  pages,  the  chaste  simplicity,  the  thrilling  pathos,  the  living 
descriptions,  and  the  matchless  sublimity  of  the  sacred  writings. 

CT  The  rapid  sale  of  the  series  gives  additional  confidence  both  in 
the  principles  and  plan  of  arrangement.  The  renewal  of  the  stereo- 
type plates  has  furnished  an  opportunity  of  thoroughly  revising,  improv- 
ing, and  enlarging  the  work.  This  thorough  revision  has  been  very 
carefully  made  ;  and  the  large  amount  of  new  matter  which  has  been 
added,  will,  it  is  hoped,  render  the  book  still  more  worthy  of  the 
approbation  of  educators. 


-9 


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CONTENTS. 


PAGE. 

Stops  used  iu  Reading  and  Writing ....8 

Articulation 8  to  21 

Suggestions  to  Teachers      . ' 22 


PROSE  LESSONS. 

LESSON.  PAGE. 

1  Harry  and  his  Dog, — with  an  engraving Miss  Mitford.    23 

2  Perseverance      • Charlotte  Elizabeth.    27 

4  The  Peaches Krummache.r.    31 

5  The  Little  Philosopher Dr.  Aiken.    33 

7     The  Song  of  the  Dying  Swan Todd.    38 

9    Knowledge  is  Power Anonymous.    42 

10  The  Nettle Dr.  Walsh.    44 

11  The  Horse,  —  with  an  engraving Bingley.    46 

13  Effects  of  Rashness       • Anonymous.    52 

14  The  Consequences  of  Idleness Abbott.    55 

15  Advantages  of  Industry do.       58 

16  The  Colonist Dr.  Ailcin.    61 

17  Alexander  the  Great Anonymous.    65 

19  Things  by  their  Right  Names Jane  Taylor.    71 

20  The  Eagle,  —  with  an  engraving Compiled.    73 

21  The  Old  Eagle  Tree        Todd.    75 

22  Conflagration  of  an  Amphitheater Croly.    77 

23  The  Way  to  be  Happy  ■ Citild  at  Home.    80 

25  How  a  Fly  Walks  on  the  Ceiling Pearl.    85 

26  A  Contest  with  Tigers,  —  with  an  engraving Ed.  Lit.  Journal.    89 

27  The  Thunder  Storm Scrap  Book.    93 

30  Murderer's  Creek Paulding.  100 

31  The  Lion, — with  an  engraving Compiled.  104 

32  Short  Sentences John  Mason.  109 

83     Musical  Mice German  Stories  111 

34    Character  of  Jesus  Christ Bishop  Porleus.  114 

36  The  Golden  Rule •     .     .  Mrs.  Embury.  117 

37  The  Elephant,  —  with  an  engraving Compiled.  120 

38  The  Lost  Child Abbott.  123 

40  Little  Victories ,     Miss  Martineau.  128 

41  Extract  from  the  Sermon  on  the  Mount Bible.  134 

42  Stories  about  the  Bear,  —  with  an  engraving Anonymous.  137 

43  The  Rainbow • Sturm.  141 

45  A  Wonderful  Instrument Jane  Taylor.  145 

46  Solomon's  Wise  Choice Bible.  148 


©- 


A 


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CONTENTS.  5 


LESSON.      .  PAGE. 

47  The  Noblest  Revenge- Eng.  Magazine.  150 

4S  Character  of  the  Icelanders Henderson.  154 

50  Bonaparte  Crossing  the  Alps,  —  with  an  engraving Scott.  159 

51  Description  of  Pornpey's  Pillar Irving.  1G2 

52  Anecdotes  of  Birds Hall.  1S5 

54  The  Goodness  of  God Bible.  170 

55  Works  of  the  Coral  Insect Univ.  Review.  172 

57  Giraffe,  —  with  an  engraving Compiled.  177 

59  Value  of  Time  and  Knowledge Hawes.  1S2 

61  Consequences  of  Bad  Spelling London  Gift.  187 

62  Bad  Spelling,  continued do.     190 

63  The  Importance  of  Well  Spent  Youth Y.  Magazine.  192 

65  Metaphysics        Anonymous.  1 95 

66  The  World  of  Chance •     .     .     .      Todd.  197 

07  The  World  of  Chance,  continued       . do.     20() 

C8  The  Wild  Goose,  —  with  an  engraving Booh  of  Animals.  203 

69  Difference  between  Man  and  the  Inferior  Animals     ....     Jane  Taylor.  200 

7L  The  Generous  Russian  Peasant Karamsin.  210 

73  Touch  Not— Taste  Not  — Handle  Not Beecher.  214 

77  Gospel  Invitation Isaiah  lv.  £22 


POETICAL  LESSONS. 

LESSON.  PAGE. 

3  Try,  Try  Again Palmer.    29 

6  We  are  Seven Wordsworth.    35 

8  Children's  Wishes      .     ." Mrs.  Oilman.    40 

12  Christian  Light  and  Hope Bowring.     50 

18  The  Child's  Inquiry Anonymous.    68 

24  Hollow,  Hollow Anonymous.     83 

28  The  Thunder  Storm Mrs.  Hemans.    97 

29  The  Sky  Lark Mrs.  Hemans.    99 

35  Passing  Away Mrs.  Hemans.  115 

39  The  Dead  Mother Anonymous.  126 

44  The  Rainbow Campbell.  142 

49  Freaks  of  the  Frost Miss  Gould.  157 

53  The  Boy  and  Butterfly Mrs.  Wilson.  If  8 

56  The  Coral  Insect Mrs.  Sigoufney.  175 

58  Consolation  of  Religion  to  the  Poor Percival.  1£0 

60  The  Knell  of  Time Anonymous.  185 

04  The  Moss  Covered  Bucket Woodworth.  194 

70  The  Winter  King Miss  Gould.  208 

72  A  Mother's  Gift W.  Ferguson.  212 

74  The  Festal  Board Anonymous.  217 

75  Awake,  Zion Isaiah  iii.  219 

76  The  Destruction  of  Senuacherib Byron.  221 

78  On  Prayer Literary  Journal.  224 

79  The  Dying  Boy Mrs.  Sigourney.  225 


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<> 


STOPS  USED  IN  READING  AND  WRITING. 


TO   BK   COMMITTED   TO   MEMORY    BY   THE   PUPIL. 


&~ 


Punctuation  is  designed  to  assist  the  reader  to  discern  the 
grammatical  construction,  to  relieve  the  voice,  and  to  add  force 
and  clearness  to  expression. 

A  Comma  [  ,  ]  is  the  shortest  pause,  and  the  voice  should  stop, 
the  time  of  pronouncing  one  syllable. 

A  Semicolon  [  ;  ]  requires  that  the  reader's  voice  should  stop, 
about  the  time  of  pronouncing  two  syllables. 

A  Colon  [  :  ]  is  a  pause,  at  which  the  reader's  voice  should 
stop,  the  time  of  pronouncing  four  syllables. 

A  Period  [  .  ]  is  a  full  stop,  requiring,  generally,  a  depression 
of  the  voice,  and  the  reader's  voice  should  stop,  the  time  of  pro- 
nouncing six  syllables. 

A  note  of  Interrogation  [  1  ]  shows  that  a  question  is  asked, 
and  the  sentence  preceding  it  should  be  closed  with  a  raised  or 
elevated  tone  of  voice,  except  when  a  question  is  asked  by  who, 
which,  what,  how,  why,  when,  where,  wherefore,  which  sentences 
should  be  read  with  a  depression  of  the  voice  at  the  end  of  them. 

A  note  of  Exclamation  [  !  ]  is  a  mark  of  wonder,  surprise,  or 
admiration.  The  reader's  voice  should  stop  as  long  at  a  note  of 
exclamation  and  interrogation  as  at  a  colon. 

A  Hyphen  [  -  ]  is  used  in  connecting  compound  words  ;  it  is 
also  used  when  a  word  is  divided,  and  the  former  part  of  the  word 
is  written  at  the  end  of  one  line,  and  the  latter  part  of  it  at  the 
beginning  of  another.  In  this  case,  it  always  should  be  placed  at 
the  end  of  the  first  line. 

A  Parenthesis  (  )  includes  something  explanatory,  which,  if 
omitted,  would  not  obscure  the  sense.  The  words  included  in 
parentheses  should  be  read  with  a  weaker  tone  of  voice  than  the 
rest  of  the  sentence. 


A- 


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STOPS   USED    IN   READING   AND    WRITING.  7 

An  Apostrophe  [  '  ]  is  used  to  show  the  possessive  case,  as  a 
■man's  property.  It  is  likewise  used  to  show  that  some  letter  or 
letters  are  omitted,  as  lotfd  for  loved,  7  is  for  it  is,  &c. 

An  Asterisk,  [  *  ]  Obelisk,  [  f  ]  Parallels }  [  ||  ],  and  many  other 
marks,  are  used  to  direct  the  reader  to  some  note  or  remark  in  the 
margin,  or  at  the  bottom  of  a  page. 

A  Caret  [  a  ]  is  used  in  writing,  to  show  that  some  letter  or 

word  has  been  omitted  through  mistake.     In  this  case,  the  letter 

or  word  should  be  inserted  above  the  line,  and  the  caret  under  it ; 

n  her 

thus,  man  er  ;  I  love     for  her  modesty  and  virtue. 
a  A  J 

A  Quotation  [  "  "  ]  is  two  inverted  commas,  placed  at  the 
beginning  of  a  passage,  which  is  quoted  from  some  other  author, 
and  two  apostrophes,  placed  at  the  conclusion  of  it ;  as,  "  The 
proper  study  of  mankind  is  man." 

A  Section  [  J  ]  is  used  to  divide  a  discourse  or  chapter  into 
parts. 

An  Index  or  Hand  [  0^/=  ]  points  out  a  remarkable  passage,  or 
something  that  requires  particular  attention. 

A  Paragraph  [  IT  ]  denotes  the  beginning  of  a  new  subject. 

The  Crotchets  [  ]  include  a  word  or  sentence,  which  is  intended 
to  exemplify  the  foregoing  sentence,  or  which  is  intended  to 
supply  some  deficiency,  or  rectify  some  mistake. 

An  Ellipsis  [  —  ]  is  used  when  some  letters  in  a  word  are 
omitted  ;  as  k — g  for  king;  it  is  also  used  to  denote  an  uncertain 
pause  only  ;  it  is  then  called  a  dash. 

A  Brace  [  \  ]  is  used  to  connect  several  lines  or  words  together. 

A  Dmresis  [  "  ]  is  put  over  the  latter  of  two  vowels,  to  show 
that  they  belong  to  two  distinct  syllables  ;  thus,  Creator. 

A  Capital  Letter  should  begin  the  first  word  of  every  book, 
chapter,  letter,  note,  or  any  other  piece  of  writing  ;  the  first  word 
after  a  period  ;  the  appellations  of  the  Deity,  as  Lord,  Jehovah, 
God,  Messiah;  proper  names  of  persons,  places,  mountains,  rivers, 
ships,  &c,  as  George,  York,  Alps,  &c.  ;  every  line  in  poetry  ;  the 
pronoun  I,  and  the  interjection  O  ;  every  substantial  and  princi- 
pal word  in  the  titles  of  books,  as  Eclectic  Reader, 


t$— 


-$ 


•6 


ARTICULATION. 

Distinct  and  correct  Articulation  lies  at  the  foundation  of 
all   excellence   in  reading,  conversation,  and   public   speaking. 

That  there  is  a  great  and  general  defect  in  early  education,  in 
this  particular,  all  who  are  acquainted  with  the  subject,  will  bear 
testimony.  The  remedy  should  be  applied  where  the  evil  com- 
mences. The  faculty  of  articulating  distinctly,  and  of  pronounc- 
ing correctly,  may  be  acquired  with  as  much  certainty  as  that  of 
spelling,  requiring,  for  this  purpose,  merely  the  same  degree  of 
attention. 

This  is  pre-eminently  a  branch,  which  can  be  taught  only  by 
example.  The  teacher's  voice  must  be  the  model,  and  the  pupil 
must  imitate  him,  and  practice,  in  this  way,  must  be  persevered 
in,  until  the  object  is  accomplished. 

Varied  and  numerous  Exercises  on  vowel  and  consonant  sounds 
are  given  here  and  in  the  body  of  the  book,  a  careful,  repeated, 
and  persevering  practice  of  which,  will,  it  is  believed,  abundantly 
reward  the  teacher  and  the  learner. 


EXERCISE    I. 

VOWEL    SOUNDS. 

Let  the  teacher  utter  each  word  and  then  its  vowel  sound,  and 
let  the  pupil  imitate  him  closely  and  carefully:  thus, 


Mate,  a :       Rate,  a : 


Far,  a.  &c. 


[Note.    This  Key  of  the  Towel  sounds  is  the  same  as  that  contained  in  McGuffey's 
Eclectic  Spelling  Book.] 

KEY    TO    THE   VOWEL    SOUNDS. 

A 
iiiii  ,  i 

a.     mate,  rate,  rain,  say,  they,  feint,  break,  weigh. 

2  2  2  2  2  2  2  2  ,    2  ,, 

a.     man,  ran,  pan,  tan,  can,  van,  fan,  shall. 

33  333  33  3  3 

a.     far,  star,  ah,  aunt,  hard,  heart,  guard,  psalm. 

444444  4  44 

a.     ball,  talk,  hall,  pall,  pause,  saw,  broad,  fraud. 

5  5  5  2.2 

a.     was,  what.  (The  same  as  o  in  not.) 


-3 


OE   THE   ECLECTIC    SERIES. 


E 
i         i       i       i        i         i        i  i 

e.     me,  he,  tree,  sea,  key,  field,  people,  police. 

e.     met,  set,  bell,  bread,  dead,  said,  any,  bury. 

333  3333 

e.     her,  err.  (The  same  nearly  as  i  and  u  in  sir,  fur.) 

I 
ii  ii  ii  i  ii 

i.     pine,  fine,  lie,  sky,  type,  sleight,  guise,  aisle. 

2  2  2  2  2  2  2 

i.     pin,  pill,  sin,  guilt,  been,  busy,  surfeit,  sieve. 

3  3  3  3        3  3  3 

i.     sir,  bird.  (The  same,  nearly,  as  e,  u,  in  her,  fur.) 

Fas  a  vowel  has  throughout  the  same  sound  as  I. 

o 

11111  II  1 

o.     no,  go,  door,  loam,  toe,  soul,  though,  bureau. 

2  2  2  2  2  5  5 

o.     not,  shot,  blot,  body.  (The  same  as  a  in  was.) 

3  3  3  3  4  4 

o.     nor,  cork,  fork.  (Nearly  the  same  as  a  in  fall.) 

44444  4.4 

o.     wolf,  wool,  hoof,  roof.  (The  same  as  u  in  full.) 

55  5555  5  5 

o.     move,  who,  tool,  fool,  soup,  shoe,  canoe. 

6  G  6  6  6  2  2 

o.     love,  son,  none,  flood.  (The  same  as  u  in  tub.) 

U 
ii  i  i  ii  ill 

u.     rude,  tube,  plume,  blue,  juice,  hew,  lieu,  fuel. 

2  2  2  2  2  6  6 

u.     rub,  tub,  sun,  such.  (The  same  as  o  in  ton.) 

3  3  3  3  13  3  3 

u.     fur,  curl,  furl.  (The  same  as  e,  i,  in  her,  sir.) 

4  14  4  4  4  4 

u.     full,  pull,  push,  bush.  (The  same  as  o  in  wolf.) 

Oi,  Oy.  Ou,  Ow. 
oi.     oil,  boil,  voice,  noise,  boy,  coy,  joy,  toy. 
ou.    our,  sour,  ground,  hound,  owl,  now,  bow,  how. 


EXERCISE   II. 


CONSONANT    SOUNDS, 


(This  exercise  is  in  part  a  review  of  the  instruction  on  this  subject,  contained  in 
the  Second  Reader  of  this  series.) 

In  these  exercises,  let  the  sound  of  each  letter,  as  nearly  as 
possible,  be  given,  and  not  its  name :  bad,  here,  should  not  be 


©- 


0 @ 

10  m«guffey's  third  reader. 

spelled  in  the  usual  manner,  be-a-de,  but  b  (the  sound  being 

2  i 

given)   a,  (not  a)   d,  (not  de),  bad.     After   thus  articulating  the 

sounds,  pronounce  each  word  forcibly  and  distinctly,  the  teacher 

leading,  step  by  step,  and  the  pupil  imitating  him.     Silent  letters 

are  sometimes  omitted,  that  the  sound  alone  may  occupy  the  mind. 

Ill  2  2 

B.       Be,  by,  bo,  boy,  bow,  bib,  bob. 

II  2  2  2  2  2  2  2 

D.       Dy,  deed,  did,  dab,  bad,  bed,  bid,  bud,  dub. 

F.  Fy,  fib,  fob,  fed,  buff,  beef,  dof,  duff,  fif. 

G.  Go,  gad,  gig,  gaf,  bag,  beg,  fog,  fig,  big,  dig. 

III  22222 

H.      Ha,  he,  hi,  how,  hub,   had,  hag,  hog,  hug. 

1  22222222 

J-        Jo,  joy,  gib,  jig,  gill,  job,  jag,  jug,  juj,  fuj. 

22  2222  22 

K.       Kill,  cat,  cow,  cob,  bak,  dik,  cag,  quit,  quell. 

1222  2  222  222 

L.       Lo,  lul,  lol,  lad,  led,  del,  bil,  hil,  mil,  sil,  pil. 

I  1  2  2  2  2  2  2 

M.      Me,  my,  mum,  mad,  mud,  muf,  mug,  ham. 

II  2^22  222 

N.      No,  nu,  now,  nab,  nod,  nik,  man,  fan,  can. 
P.       Pi,  pe,  pu,  pop,  pip,  pig,  pil,  lip,  nip,  map. 

111  223  333  3 

II.       Ri,  ro,  reer,  rib,  red,  far,  nor,  her,  fur,  pur. 

112  2  22  22  22 

S.       Sa,  se,  sad,  sed,  cil,  fus,  kis,  las,  mis,  sis. 

1122  2  222  22 

T.       Te,  ty,  tat,  tub,  tug,  hat,  fat,  cat,  mat,  tat. 

2  22  2  2  222 

V.       Van,  vat,  duv,  giv,  hav,  liv,  luv,  siv. 

1112  2  2  2  2  2 

W.     Wa,  we,  wo,  web,  wed,  wod,  wig,  wel,  wag.  * 
Y.      Ye,  yu,  yam,  yon,  yes,  yet,  yot,  yel. 

12  2  22  2  2  2 

Z.       Ze,  zed,  zag,  buz,  hiz,  haz,  woz,  riz. 

12  222  2  2  2 

Sh.     Shu,  shad,  shal,  ship,  dash,  fish,  lash,  rash. 

i  i         i         t         i 

Zh.     Zha,  zhe,  zhi,  zho,  zhu,  zhoi,  zhow. 

222  222  2  2 

Ch.     Chid,  chin,  chop,  chip,  chat,  rich,  much,,  such. 

2  2  2  2  2  2  2 

Th.     Thik,  thin,  duth,  hath,  pith,  seth,  rath. 

1112  2  2 

Th.     Thee,  thy,  tho,  them,  than,  then,  they. 
Ng.    Bang,  ding,  fang,  gang,  hang,  king,  pang. 

2  2  2  2  2  3  3 

Nk.    Bank,  kink,  lank,  pink,  sank,  sink,  rank. 

@> , @ 


-© 


OF   THE   ECLECTIC    SERIES.  11 


EXERCISE   III. 

CONSONANT  SOUNDS  COMBINED. 

Utter  the  sound  of  the  letters  and  pronounce  very  distinctly. 

The  combined  consonants  should  be  uttered  together  and  not 

separately,  their  sound,  as  nearly  as  possible  being  given  and  not 

the  names  of  the   letters.      Thus,  bred   should   not   be  spelled 

1  2  2 

be-er-e-de,  but  br-e-d,  bred.  Some  of  the  syllables  are  formed 
and  spelled  arbitrarily,  that  the  sound  of  the  letters  may  be  more 
easily  uttered.    Double  letters,  as  11,  ff,  are  sounded  as  single  letters. 


Br.  Bred,  brag,  brig,  brow,  brat,  brim. 

2  2  2  2  2  2 

Bz,  bst.       Fibs,  fibst :  robs,  robst :  rubs,  rubst,  &c. 
Bd,  bdst.     Fib'd,  fib'dst:  rob'd,  rob'dst :  rub'd,  &c. 

2  2  2  1  2  1 

Bl.  Bled,  blab,  bless,  blow,  bluff,  blu. 

112  2  2  2 

Bl.  Fabl,  stabl,  nibbl,  babbl,  gobbl,  hobbl. 

Biz,  blst.     Fabl's,  fabl'st :  stabl's,  stabl'st :  nibbl's. 
Bid,  bldst.  Fabl'd,  fabl'dst :  stabl'd,  stabl'dst,  &c. 


__     -*  a  z  j;  ^  •*  i 

Dr.  Drip,  dril,  drop,  drag,  drug,  drum,  dra. 

2  2  2  2  2  2 

Dz,  dst.  Rids,  ridst :  adds,  addst :  sheds,  shedst. 

Dl.  Addl,  paddl,  saddl,  peddl,  fiddl,  rlddl. 

Dlz,  dlst.  Addl's,  addl'st :  paddl's,  paddl'st:  saddl's. 

Did.  Addl'd,  paddl'd,  saddl'd,  peddl'd,  fiddPd. 


i3  iS  *  J  A  *• 

Fr.  Fret,  frog,  fred,  from,  fril,  frend. 

2  2  2  2  2  2 

Fs,  1st.  Cufs,  cufst :  pufs,  pufst :  stufs,  stufst. 

2222222 

Ft.  Lift,  waft,  raft,  sift,  drift,  graft,  rift. 

2  2  2  2  2  2 

Fts,  ftst.       Lifts,  liftst :  wafts,  waftst :  rafts,  raftst. 
Fl.  Baffl,  raffl,  shuffl,  muffl,  ruffl,  rifl,  trili. 


-® 


® 

12 

m«-guffey's  third  reader. 

Fls, 

fist. 

Baffl's,  bam'strrafrTs,  raffll'st:  shuffl's. 

Fid, 

fldst. 

Baffl'd,  baffl'dst:  raffl'd,  raffl'dst:  shuffl'd. 

Gr. 

S                 2                  2                    2                   2                 2 

Grot,  grab,  grim,  grub,  grm,  grip. 

Gz, 

gst. 

9                    2                          2                  2                          2                     2 

Begs,  beg'st:  digs,  dig'st:  gags,  gag'st. 

Gd, 

gdst. 

2                       2                               2                     2                              2 

Beg'd,  beg'dst :  dig'd,  dig'dst :  gag'd. 

Gl. 

2                      2                     2                        2                      2 

Higgl,  giggl,  joggl,  boggl,  juggl. 

Glz, 

gist. 

Higgl's,  higgl'st:  glggl's,  giggl'st. 

Gld 

gldst. 

Higgl'd,  higgl'dst:  giggl'd,  giggl'dst. 

Jd. 

Juj'd,  doj'd,  hej'd,  vvej'd,  rij'd,  flej'd. 

Kr. 

Crum,  crib,  crag,  cram,  crop,  cry,  cro. 

Kw} 

(qu). 

2                   2                     2                    2                    2                        2 

Quit,  quell,  quip,  quid,  quick,  quack. 

Ks, 

kst.  (x 

.)  Kicks,  kick'st :  mix,  mixt :  fix,  fixt. 

Kt, 

kts. 

2               2                       2                  2                       2                  2 

Act,  acts  :  fact,  facts :  sect,  sects. 

Kl. 

2                  2                 2               2                    2                     2 

Club,  clad,  cliff,  cackl,  tackl,  buckl. 

Klz, 

klst. 

2                         2                             2                         2 

Cackl's,  cackl'st :  tackl's,  tackl'st. 

Kid 

kldst. 

2                             2                                    2                            2 

Cackl'd,  cackl'dst :  tackl'd,  tackl' dst. 

Lf. 

2                                      2                  2                 2 

Elf,  pelf,  self,  shelf,  gulf,  sylph. 

Ld. 

Ill                       1                      1                         1 

Hold,  fold,  mold,  yield,  field,  shield. 

Ldz 

,  ldst. 

i            i              ill 
Holds,  hold'st :  folds,  fold'st :  molds. 

Lz, 

1st. 

Fills,  ffll'st:  pulls,  pull'st:  drills,  &c. 

Lt, 

Its. 

2                    2                       2                  2                    2              2 

Melt,  melts :  pelt,  pelts  :  tilt,  tilts,  &c. 

Mz, 

mst. 

11                            11 

Names,  nam'st :  tames,  tam'st. 

Md, 

mdst. 

ii                 ii 
Nam'd,  nam'dst :  tam'd,  tam'dst. 

Nd. 
s 

Lend,  bend,  rend,  mend,  end,  blend. 

&- 


-® 


OF   THE   ECLECTIC    SERIES. 


13 


Ndz,  ndst. 
Ndl. 

Ndlz,  ndlst. 
Ndld,  ndldst. 
Nks,  nkst. 
Nkd. 
Nz,  nst. 
Nt,  nts. 
Nch,  nchd. 
Ngz,  ngd. 
Nj,  njd. 

Pr. 

PL 

Ps,  pst. 

Pt,  Fts, 

Rj,  rjd. 

Rd. 

Rdz,  rdst. 

Rk. 

Rka,  rkst 

Rl. 

Rlz,  rlst. 

Rid,  rldst. 


Lends,  lend'st:  bends,  bend'st:  sends. 
Handl,  kindl,  fondl,  trundl,  dandl. 

2  2  2  2 

Hahdl's,  handl'st :  kindl's,  kindl'st,  &c. 
Handl'd,  handl'dst :  kindl'd,  kindl'dst. 

2  2  2  2 

Banks,  bank'st :  clanks,  clank'st. 
Bank'd,  clank'd,  wink'd,  thank'd. 

2  2  2  2  2  2 

Wins,  winst:  sins,  sinst:  spins,  spinst. 

2  2  2  2  2  2 

Hint,  hints  :  print,  prints  :  cent,  cents. 

2  2  2  2 

Pinch,  pinch'd :  flinch,  f  linch'd. 

2  2  2  2 

Hangs,  hang'd  :  bangs,  bang'd. 

ii  ii 

Range,  rang'd :  change,  chang'd. 


Prim,  prop,  prat,  prig,  pride,  prone. 

2  2  2  2  2 

Plant,  pluck,  appl,  grappl,  crippl. 
Nips,  nipst:  taps,  tapst:  claps,  clapst. 

2  2  2  2  2 

Adopt,  adopts  :  adept,  adepts  :  accept. 

3  3  3  3  3 

Merge,  merg'd  :  urge,  urg'd :  charge. 

3  3  3  1  1  i 

Card,  curd,  herd,  ford,  hord,  bord. 

3  3  3  3  3 

Cards,  card'st :  curds,  curd'st :  herds. 

3  3  3  3  6  3 

Bark,  mark,  hark,  lurk,  work,  cork. 

3  3  3  3  3 

Barks,  bark'st:  marks,  mark'st:  harks. 

3  3  3  3  3  3 

Curl,  furl,  hurl,  whirl,  twirl,  purl,  &c. 

3  3  3  3  3 

Curls,  curl'st :  furls,  furl'st :  hurls,  &c. 
Curl'd,  curl'dst:  furfd,  furl'dst:  hurl'd. 


o- 


Rm.  Arm,  farm,  harm,  charm,  term,  form. 

3  3  3  3 

Rmz,  rmst.      Arms,  arm'st :  farms,  farm'st :  harms. 

3  3  3 

Rmd,  rmdst.   Arm'd,  arm'dst :  farm'd,  farm'dst. 


•o 


9 

14  mcguffey's  third  reader. 

Z  _    3  3  4  3 

Rn.  Turn,  churn,  darn,  warn,  scorn. 

3  a  .  r  3 

Rnz,  rnst-        Turns,  turn'st :  churns,  churn'st. 

3  3  3  3 

Rnd,  rndst.     Turn'd,  turn'dst :  churn'd,  churn'dst. 

3  3  3  3  3  3 

Rt.  Hurt,  dart,  part,  start,  sort,  girt. 

3  3  3  3  3 

Rts,  rtst.  Hurts,  hurt'st:  darts,  dart'st :  parts,  &c. 

3  3  3  3 

Rch,  rchd.       Arch,  arch'd  :  march,  march'd  :  parch. 


-i  ~  -S  A  A  X 

Sk.  Skip,  skim,  scab,  scull,  scum,  scan. 

3  3  2  2  2 

"  Ask,  task,  mask,  risk,  whisk,  frisk. 

3  3  2  2 

Sks.  Asks,  tasks,  masks,  risks,  whisks. 

3  3  3  3 

Skd,  skst.        Ask'd,  ask'st :  task'd,  task'st :  mask'd. 

33  3  3  22 

Sp,  sps.  Gasp,  gasps :  rasp,  rasps  :  lisp,  lisps. 

3  3  2  3  2 

Spd.  Gasp'd,  rasp'd,  lisp'd,  clasp'd,  crisp'd. 

2  2  2  2  2 

St,  sts.  Nest,  nests :  chest,  chests :  crest,  &c. 

2  2  2  2  2  2 

Sw.  Swim,  swift,  swig,  swell,  swill,   swum. 

2  2  2  2  2  1 

Str.  Strap,  strip,  strop,  stress,  strut,  strife. 


S  2  2  2  2  3 

Tl.  Rattl,  tattl,  nettl,  settl,  whittl,  scuttl. 

Tlz,  tlst.  Rattl's,  rattl'st:  tattPs,  tattl'st:  nettl's. 

Tld,  tldst.        Rattl'd,  rattl'dst :  tattl'd,  tattl'dst,  &c. 

2  2  2  2  2  2 

Ts,  tst.  Bets,  bet'st :  pits,  pit'st :  dots,  dot'st. 

2  3  1  1 

Tvv.  Twin,  twirl,  twice,  twine. 

22222  22 

Tr.  Trip,  trot,  trill,  trod,  trim,  trap,  tress. 

2  2  6  6  1 

Vz,  vst.  Giv's,  giv'st :  lov's,  lov'st :  sav's,  &c. 

2  2  2  2 

Zm,  zmz.         Chasm,  chasms  :  spasm,  spasms. 

2  2  2  2  2 

Zl.  Frizzl,  drizzl,  dazzl,  puzzl,  mizzl. 

2  2  2  2 

Zlz,  zl'd.  Frizzl'z,  frizzl'd :  drizzl'z,  drizzl'd,  &c. 


O 


®- 


OF   THE   ECLECTIC    SERIES. 


15 


Cht,  (tsht) 
Sht. 
Shr. 
Thd. 

Thz,  thzt. 
Ngz,  ngst. 
JNgd,  ngdst. 
Nks,  nkst. 
Nkd,  nkdst. 


Reach'd,  preach'd,  leech'd,  pinch'd. 

2  2  2  2  2 

Dash'd,  mash'd,  lash'd,  gash'd,  flash'd. 

2  2  2  2  2 

Shred,  shrub,  shrug,  shrill,  shrimp. 

lid  1 

Bath'd,  sheath'd,  sooth'd,  breath'd. 

ii  i  i 

Bath's,  bath'st :  sheath's,  sheath'st. 

2  2  2  2  2 

Hangs,  hangst:  bangs,  bangst:  brings. 

2  2  2  2 

Hang'd,  hang'dst :  bang'd,  bang'dst. 

2  2  2  2 

Thanks,  thankst :  ranks,  rankst. 

2  2  2  2 

Thank'd,  thank'dst :  rank'd,  rank'dst. 


Dth,  dths.      Width,   widths  :    breadth,  breadths. — 

3  3  3  3  3 

Kl,  &c.  Circl,  circl's,  circl'st,  circl'd,  circl'dst. 
Lj,  ljd.  Bilj,  bilj'd:  bulj,  bulj'd.— Lb,  lbz.  Alb, 
albs:   bulb,  bulbs. —  Lk,  &c.     Milk,   milks,    milk'st, 

2  2  2  2  2 

milk'd. —  Lm,  &c.     Elm,  elms:  helm,  helms:  whelm, 

2  2  2  2  2  2 

whelms:  film,  films. —  Lp,  &c.    Help,  helps,   help'st, 

2  2  2  2  2  2 

help'd,  help'dst. —  Lv,  &c.    Valv,  valvs,  valv'd:  delv, 

2  2  2  2  2 

delvs,    delv'd.  —  Lch,    &c.      Belch,    belch'd :     filch, 

2  2  2  2  2 

filch'd. —  Lth,  &c.    Health,  healths :  wealth,  wealths. 


Mf,     <fec.      Nymph,    nymphs :    lymph,    lymphs. — 

2  2  2  2 

Gth,   &c.      Length,   lengths  :    strength,   strengths. — 

3  3  3  3  3 

Kb,    &c.      Curb,    curbs,    curb'st,    curb'd,   curb'dst. — 
Rf,    &c.      Turf,  turfs,   turfst,   turf'd,   turf'dst.      Rv, 

3  3  3  3  3  T» 

&c.     Curv,    curv's,    curv'st,    curv'd,    curv'dst. — Rth, 

3  3  3  3  3 

&c.      Birth,  births:   girth,  girths. —  Rp,  &c.     Harp, 

3  3  3  3  3 

harps,    harp'st,    harp'd,    harp'dst. —  Rs,    &c.    Nurs, 

3  3  3  3  3 

nurst :   curs,  curst :  vers,  verst. 


-9 


c 

» 

16 

McGUFFEY'S  third  reader 

i. 

EXERCISE     IV. 

ERRORS  TO  BE  CORRECTED. 

T©  Teachers. — In  the  following 

exercise,  the  more  common  errors 

in  articulation 

and  pronunciation  are  denoted.    The  letters  in  italics  are 

not  silent  letters,  but  are  thus   marked  to  point  th 

em  out  as  those 

which  are  apt  to   be  defectively  articulated,  omitted,  or  incorrectly 

sounded. 

A 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

Fa-t'i 

for  fa-tal. 

Sep-er-ate     fo 

•  sep-a-rate. 

met'l 

"     met-al. 

tem-per-zmce  " 

tem-per-ernce. 

cap-i-t'l 

"     cap-i-tal. 

wp-pear            " 

ap-pear. 

crit-ic-wl 

"     crit-ic-al. 

tip-ply 

ep-ply. 

prin-ci-ptd "     prin-ci-pcl. 

tem-per-zt        " 

tem-per-ate. 

test'ment 

"     test-a-ment. 

mod-er-z't         " 

mod-er-ate. 

firm'ment 

"     firm-a-ment. 
I 

in-ti-rmt           " 

in-ti-mate. 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

Ev'ry 

for  ev-er-y. 

sev'ral         for 

sev-er-al. 

b'lief 

"    be-lief. 

'spy 

es-py. 

pr'vail 

"     pre-vail. 

'spe-cial         " 

cs-pe-cial. 

pr'dict 

"    pre-dict. 

ev-i-d^<nce     " 

ev-i-dence. 

trav'ler 

"    trav-el-er. 

prov-i-dwnce" 

prov-i-dence. 

flut'ring 

"    flut-ter-ing. 

si-lwnt            " 

si-lent. 

tel'scope 

"    tel-e-scope. 

mon-u-mwnt " 

mon-u-ment. 

Incorrect. 

Correct. 

f 

Incorrect. 

Correct. 

D'rect 

for  dz-rect. 

rad'eal       for 

rad-z-cal. 

d'spose 

"    d/s-pose. 

sal'vate        " 

sal-z-vate. 

van'ty 

"    van-i-ty. 

can'bal         " 

can-m-bal. 

am'ty 

"     am-z-ty. 

cer-t'n          " 

cer-tazn. 

ju-b'lee 

"    ju-bz'-lee. 

mount'n       " 

mount-azn. 

!       ven-t'late 

"    ven-tz-late. 

fount'n         " 

fount-az'n. 

rid'cule 

.  "    rid-t-cule. 

vill'ny 

vil-laz'n-y. 

© 

i 

Sw 


-» 


OF   THE   ECLECTIC   SERIES. 


17 


O 


Incorrect. 

Des'Iate  for 

hist'ry  " 

mem'ry  " 

mel'dy  " 

col'ny  " 

ob-s'lete  " 

wil-ler  " 

wid-der  " 

pil-ler  " 

mead-er  " 
fel-ler 

fol-ler  " 

hol-ler  " 

win-der  " 


Correct. 

des-o-late. 

his-to-ry. 

mem-o-ry. 

mel-o-dy. 

col-o-ny. 

ob-so-lete. 

\vi\-\ow. 

wid-oiv. 

pil-lo?i». 

mead-ow. 

fe[-\otv. 

fol-low. 

hol-loio. 

xvin-dow. 


Incorrect. 

rhet-er-ic      for 

op-per-site  " 

croc-wd-ile  " 

com-prwm-ise  " 

an-chur-ite  " 

cor-per-al  " 

cor-mer-ant  " 

ob-lwq-uy  " 

cy-ther-dox  " 

pz^s-i-tion  " 

cz/n-di-tion  " 

twg-eth-er  " 

pwt-a-ter  " 

twb-ac-cMr  " 


Correct. 

rhet-0-ric. 

op-po-site. 

croc-o-dile. 

com-pro-mise. 

an-cho-rite. 

cor-po-ral. 

cor-mo-rant. 

ob-lo-quy. 

or-tho-dox. 

po-si-tion. 

con-di-tion. 

to-geth-er. 

po-ta-to. 

to-bac-co. 


u 

The  most  common  mistake  iu  the  sound  of  u  occurs  in  words  of  the 
following  kind ;  as,  crea-ter  or  crea-cAoor  for  creat-are ;  na-ter  or  na- 
choor  for  na-twre,  etc.  The  following  examples  are  so  divided  as  to 
exhibit  clearly  their  correct  pronunciation : 

Correct. 

for  \ect-ure.     (yur.) 

"  kat-ure. 

"  moist-tire. 

"  verd-wre. 

"  mixt-wre. 


Incorrect 

hec-ter  or  \ec-choor 
ka-ter  or  fea-choor 
mois-ter  or  mois-choor 
xer-der  or  \er-jer 
mix-ter  or  mix-cher 
rup-fer  or  rup-c/ter 
sculp-fer  or  sculp-c/jer 
ges-ter  or  ge-cher 
stmc-ter  or  struc-cher 
stricter,  or  stric-choor 
xes-ter  or  ves-c/ier 
su-ter  or  su-cher 
tex-ter  or  tex-cher 
fix-ter  or  fix-chcr 
xu\-ter  or  vul-c/ter 
for-ten  or  for-choon 
stat-er  or  sta-choor 
stat-ez#  or  sta-choo 
siat-eivt  or  sta-choot 
ed-di-cate 


rupt-wre. 

scu\pt-ure. 

gest-we. 

struct-wre. 

strict-wre. 

vest-ure. 

sut-wre. 

text-wre. 

flxt-wre. 

xult-ure. 

fort-tme. 

stat-nre. 

stat-we, 

staX-ute. 

ed-u-cate. 


0 

18 

M<-GUFFEY'S  THIRD    READER 

® 

D  final. 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

An         for 

and. 

ben        for 

bend. 

en             " 

end. 

frien         " 

frien  d. 

Ian            " 

land. 

soun        " 

sound. 

stan           " 

stand. 

groun      " 

ground. 

mine         " 

mine?. 

fiel           " 

field. 

boun         " 

bounc?. 

yiel 

yield. 

G  final. 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

Mornin    for     morn-in#. 

sha-vin      for 

sha-ving\ 

run-nin      ' 

run-rung*. 

hi-din           " 

hi-ding\ 

talk-in        ' 

talk-ing. 

see-in            " 

see-ing. 

walk-in      ' 

walk-in  g. 

lov-in           " 

lov-ing\ 

eat-in         * 

eat-ing. 

fight-in         " 

nght-ing. 

drink-in     ' 

drink-in^-. 

roar-in          " 

roar-ing-. 

treat-in       • 

'      treat-in°\ 

laugh-in        " 

laugh-ing*. 

sli-din        ' 

sli-ding\ 

eve-nin         " 

eve-ning\ 

K  final. 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

Fris       for 

frisk. 

dus         for 

dusk. 

des            " 

desk. 

cas             " 

cask. 

tas             " 

task. 

mas            " 

mask. 

ris             " 

risk. 

mos            " 

mosque. 

whis         " 

whisk. 

tus             " 

task. 

bas            " 

bask. 

hus            u 

husk. 

H 

In  order  to  ac 

custom  the  learner  to  sound  the  aspirate  properly,  let 

him  pronounce 

certain  words  without,  and  then  with  it 

;  as,  Aft,  Ha.it : 

Ail,  Hail,  etc. 

The  H  in  italic  should  be  clearly  sour 

ided. 

Aft. 

.     .Haft. 

Eel. 

.     Heel 

Ail. 

.    .Hail. 

Ell. 

.     Hell 

Air. 

.     //air. 

Elm. 

.     Helm. 

All. 

.     Hall 

Em. 

.     Hem. 

Alter. 

.     Salter. 

En. 

.     Hen. 

Am. 

.     Nam. 

Yew. 

.     Hew. 

And. 

.     //and. 

Eye. 

.    High. 

Ark. 

.     Hark. 

El. 

.  mi. 

Arm. 

.     Harm. 

Its. 

.     Hits. 

G- 


-® 


o 

OF   THE   ECLECTIC    SERIES 

19 

Arrow.    . 

/farrow. 

It. 

Hit. 

Art. 

# 

Bkri. 

Odd. 

Hod. 

Ash. 

m 

Hush. 

Old. 

Hold. 

Asp. 

At. 

• 

Hasp. 
Hat. 

Owes. 

Wale. 

Hose. 
Whale. 

Ear. 

Hear. 

Weal. 

.     Wheel. 

Eat. 

Heat. 

Wen. 

.     When. 

Eave. 

Heave. 

Wet. 

,     Whet. 

Edge. 

Hedge. 

Wine. 

Whine. 

R 

Sound  the  R 

clearly  and  forcibly. 

When  it  precedes 

a  vowel,  give 

it  a  slig 

ht  trill. 

Rule. 

ruin. 

rat. 

rug. 

reck. 

rate. 

reed. 

rill. 

rub. 

rig. 

rim. 

rite. 

ride. 

rise. 

red. 

rag. 

rick. 

rote. 

run. 

reek. 

rib. 

rob. 

rip. 

ruse. 

roar. 

'oam. 

rack. 

rid. 

ripe. 

rouse. 

Arch. 

arm. 

lark. 

far. 

snare 

for. 

march. 

:>arm. 

bark. 

bar. 

spare 

Avar. 

larch.           < 

iharm 

mark. 

hair. 

sure. 

corn. 

starch. 

dark. 

are. 

stair. 

lure. 

born. 

arm. 
harm. 

spark, 
lark. 

star, 
mar. 

care, 
bare. 

pure, 
cure. 

horn, 
morn. 

T  final. 

Incorrect. 

Correct. 

Incorrect. 

Correct. 

Bes 

for 

best. 

soff         for 

SOf?. 

res 

H 

rest. 

off 

it 

oft. 

eas 
lease 
moce 
hoce 

M 

(< 
<( 
C< 

east, 
least, 
most . 
host. 

wep 
kep 
slep 
ob-jec 

« 

« 

wep?. 
kep?, 
slep?. 
ob-jec?. 

los 

(i 

lost. 

sub-jec 

it 

sub-jec?. 

tos 

<< 

tost. 

per-fec 

it 

per-fec?. 

nes 

(I 

nest. 

dear-es 

n 

dear-es?. 

les 

it 

lest. 

high-es 

it 

high-es?. 

gues 

It 

gues,'. 

warm-es 

n 

warm-es?. 

las 

ll 

las?. 

firm-es 

u 

firm-es?. 

trus 
mis 

u 
(« 

trus?. 
mis?. 

cheap-es 
weak-es 

u 

a 

cheap-es?. 
weak-es?. 

wes 

(( 

wes?. 

bright-es 

u 

bright-es?. 

ches 
® 

(i 

ches?. 

i      strong-es 

K 

strong-es?. 

-o 


20 


M°GUFFEY  S   THIRD   READER 


Incorrect. 

Hoce 

boce 

tes 

lifs 

tuff's 

ac's 


for 


TS  final. 

Correct. 

Incorrect. 

Correct. 

hosts. 

see's 

for 

sects. 

hosts. 

bus 

a 

husts. 

tests. 

cense 

(C 

cents. 

lifts. 

tense 

(< 

ten^s. 

tufts. 

ob-jec's 

U 

ob-jeefs. 

acts. 

re-spec's 

u 

re-spec£s 

The  preceding  exercises  contain  some  of  the  most  prominent  exam- 
ples in  which  single  letters  are  often  neglected  in  articulation.  The 
number  might  be  much  increased,  but  it  is  left  for  the  teacher  to  add 
to  them  as  he  may  see  proper. 


EXERCISE   V. 

Let  the  learner  frequently  practice  in  pronouncing,  slowly  and  care- 
fully, words  like  the  following,  giving  to  each  syllable  its  appropriate 
sound.  These  words  are  so  divided  as  to  show  the  proper  sound  of 
each  letter. 


Mag-nan-i-mous. 

Me-lo-di-ous. 

Sta-bil-it-y. 

O-be-di-ence. 

Pre-dom-in-ance. 

Trans-fig-u-ra-tion. 

Mis-eel  -la-ne-ous. 

Phil-o-soph-ic-al. 

Mag-na-nim-it-y. 

Ad-min  -is-tra-trix. 

Rec-om-mend-a-tion. 

Sub-serv-i-ent-ly. 

An-ni-hi-la-tion. 

C  on-grat-u  -la-to-ry . 

Per-son-i-fi-ca-tion. 

Be-at-i-fi-ca-tion. 

Prac-tic-a-bil-it-y. 

P  en-e-tra-b  il-it-y . 

Gen-er-al-is-si-mo. 


Rec-om-mend-a-to-ry. 

Al-le-gor-ic-al-ly. 

An-te-di-lu-vi-an. 

Pre-des-ti-na-ri-an. 

En-cy-clo-pe-di-a. 

Het-e-ro-ge-ne-ous. 

Gu-ber-na-to-ri-al. 

Pu-sil-la-nim-it-y. 

In-ter-rog-a-tive-ly. 

Per-pen-dic-u-lar-it-y. 

Im-pen-e-tra-bil-it-y. 

Plen-i-po-ten-tia-ry. 

E  t-y-mo  -log-ic-al-ly . 

In-con-sid-er-a-ble-ness. 

In-ter-co-lum-ni-a-tion. 

An-ti-pes-ti-len-tial. 

Hi-e-ro-glyph-ic-al-ly. 

In-con-tro-vert-i-bil-it-y. 

In-com-pre-hens-i-bil-it-y. 


OF  THE  ECLECTIC  SERIES.  21 


EXERCISE   VI. 

Sentences  like  the  following  may  be  practiced  upon  'with  great  ad- 
vantage, for  the  purpose  of  acquiring  distinctness  and  precision  in 
articulation. 

This  act,  more  than  all  other  acts,  laid  the  ax  at  the  root 
of  the  evil. 

It  is  false  to  say  he  had  no  other  faults. 
The  magistrates  ought  to  prove  the  charge. 
The  magistrates  sought  to  prove  the  charge. 
Back  !  to  thy  punishment,  false  fugitive. 
The  hosts  still  stand  in  strangest  plight. 
That  last  still  night. 
That  lasts  till  night. 
He  was  most  formidable  and  unmanageable. 
His  works  demonstrate  his  existence. 
On  either  side  an  ocean  exists. 
On  neither  side  a  notion  exists. 
Among  the  rugged  rocks  the  restless  rangers  ran, 
I  said  pop-u-lar,  not  pop'lar. 
I  said  om-nip-o-tencc,  not  omnipertance. 
I  said  p  re-vail,  not  pr'vail. 
I  said  6e-hold,  not  b  hold. 
He  peremptorily  refused  to  enter  the  receptacle  of  the  dead. 
He  acts  from  disenteresteel  motives. 
Think'' st  thou  so  meanly  of  my  Phocion  ? 
Overwhelmed  with  whirlwinds  and  tempestuous  fire. 
Henceforth  look  to  your  hearths. 
Canst  thou  minister  to  a  mind  diseased  ? 
My  Lords,  this  is  a  tremendous  and  awful  crisis. 
A  thousand  shrieks  for  hopeless  mercy  call. 

To  Teachers.  — The  preceding  exercises  have  been  prepared 
with  much  care,  and  it  is  believed,  will  be  found  very  useful  in  aiding 
the  teacher  and  pupil  in  this  much-neglected  department  of  education. 
It  must  be  borne  in  mind,  that  very  much  depends  upon  the  teacher  — 
that  unremitting  attention  on  his  part  is  absolutely  necessary  —  that 
his  voice  must  be  the  model  for  the  pupil ;  and  that  repeated  and  per- 
severing practice  is  necessary,  but  will,  with  great  certainty,  produce 
the  desired  result. 

Bad  habits  in  articulation  are  almost  always  formed  in  early  child- 
hood, and  very  young  children  may  be  made  to  understand  and  profit 
by  instruction  on  the  subject.  But,  once  more,  let  it  be  remembered 
iMt  every  thing,  in  this  matter,  depends  upon  the  teacher. 

& : _ © 


©— © 

SUGGESTION'S    TO    TEACHERS. 


It  ig  recommended  that  the  pupil  be  required  to  master  every  thing 
as  he  goes  along.  He  should  remember  that  reading  is  a  study,  requir- 
ing much  time  and  attention. 

The  Remarks  on  the  subject  of  reading  need  not,  as  a  general 
tiling,  be  committed  to  memory,  but  only  well  studied,  so  as  to  be 
understood.  They  are  designed  to  assist  the  learner  in  acquiring  correct 
habits  of  reading,  are  generally  short  and  simple,  and  have  a  direct, 
though  not  exclusive  reference  to  the  lesson  which  immediately  follows. 
The  Exercises  in  Spelling,  will,  it  is  believed.be  found 
eminently  beneficial  in  fixing  in  the  memory  the  orthographical  form  of 
words,  not  only  as  they  appear  in  the  columns  of  a  spelling-book  or 
dictionary,  but  in  all  the  variety  of  their  different  numbers,  oblique 
cases,  degrees  of  comparison,  modes,  tenses,  and  other  forms  in  which 
they  are  found  in  a  reading  lesson. 

The  Exercise  of  Defining  produces  a  similar  effect  in  regard 
to  the  meaning  of  the  terms  employed.  It  must  be  recollected,  how- 
ever, that  it  is  the  connection  alone,  that  can  convey  to  the  mind,  the 
true  meaning  of  words.  No  two  words  in  the  language  are  exactly 
alike  in  signification.  How  then  can  definition,  merely,  be  made  to 
convey  their  import  ? 

The  Exercises  in  Articulation  in  the  Introduction  and 
between  the  Reading  Lessons,  form  a  new  feature  in  this  edition,  to 
which  the  attention  of  teachers  is  particularly  invited. 

The  Exercises  in  Articulation  and  Pronunciation, 
prefixed  to  each  lesson,  refer  to  those  errors  which  are  most  commonly 
observed  among  the  imperfectly  educated,  although  they  are  by  no 
means  confined  to  that  class.  In  marking  these  errors,  it  is  frequently 
impossible  to  express,  by  any  combination  of  letters,  the  faulty  sounds- 
All  that  can  be  accomplished  is  an  indication  of  the  error.  The 
Teacher  is  requested  to  use  the  labors  of  the  compiler  here,  as  in  all 
other  particulars,  as  hints  rather  than  rules,  and  thus  to  exercise  his 
own  judgment  and  good  sense  in  giving  extension  to  the  principles 
involved  in  this  book. 

The  Questions  appended  to  each  lesson,  are,  as  in  the  preceding 
volume,  designed  to  suggest,  rather  than  to  direct,  the  interrogative 
method  of  oral  instruction.  The  Teacher  will  frequently  find  questions, 
the  answers  to  which  are  not  contained  in  the  antecedent  lesson,  but 
I  only  suggested  by  it.  This  is  calculated  to  awaken  inquiry  on  the 
part  of  the  pupil,  and  to  lay  the  instructor  under  a  kind  of  obligation 
to  read  the  lesson  over  carefully,  before  he  attempts  to  hear  it  recited 
by  the  learner  ;  a  plan  which  the  author  can  not  too  earnestly  recom- 
mend in  regard  to  every  possible  kind  of  teaching. 
@ . — — . £ 


& @ 

THIRD  READER 

LESSON   I. 


■WORDS     TO    BE     SPELLED     AND     DEFINED. 

1.  In-vert'-ed,  turned  upside  down.     I    7.  Pil'-fer-er,   one  who  steals  little 
Sat-is-fac'-tion,  gratification.  Vig'-il-ant,  watchful.        [things. 


8.  Mor'-sel,  a  small  piece. 
Naught'-i-ness,  bad  conduct. 

9.  Buf'-fet-ing,    striking   with   the 


Dis-patch'-ed,  finished. 
Gar'-lands,    flowers   wreathed   or 
twisted  together. 

4.  Pit'-i-ful,  causing  pity.  hand. 

5.  Plight,  condition,  state.  11.  Glee,  joy,  mirth. 

6.  Pen'-sion-er,  one  who  is  regularly  Sub-si'-ded,  become  quiet. 

supported  by  others.  !         Dis-con'-so-late,  without  comfort. 


To  Teachers.  —  Though  the  paging  of  this  edition  is  a  little 
changed,  the  Reading  Lessons  remain  in  all  respects  precisely  the  same, 
and  can  be  used  without  the  least  difficulty  with  former  editions,  by  refer- 
ring the  pupil  to  the  number  and  title  of  the  lessons  instead  of  the  page. 

30?*  In  orthography,  Dr.  Webster's  system,  now  the  established  stand- 
ard, is  adopted  in  the  Eclectic  Series. 

J£W*  In  defining  words,  that  meaning  only  has  been  given,  which  is 
appropriate  to  them  in  the  connection  in  which  they  are  used. 

J^^-  The  figures  denote  the  paragraphs  in  which  the  words  may  be  found. 


HARRY    AND    HIS    DOG. 

Remark.  —  To  read,  is,  to  convey,  by  means  of  the  voice,  to  the 
ear  of  others,  thoughts  and  feelings  which  are  expressed  by  letters, 
words,  and  sentences,  to  the  eye. 

Utter  each  letter  distinctly. —  Frisk,  not  fris:  break-fast,  not  break- 
fas:  ground,  not  groun:  gar-lands,  not  gar-lan's:  friends,  not  film's: 
firm-est,  not  Jirm-es:  most,  not  moce:  bark-ing,  not  bark-in:  roll-ing, 
not  roll-in:  com-ing,  not  com-in:  teas-ing,  not  teas-in. 

1.  "Beg,  Frisk,  beg!"  said  little  Harry,  as  he  sat  on  an 
inverted  basket,  at  his  grandmother's  door,  eating  with  great 
satisfaction,  a  porringer  of  bread  and  milk.  His  little  sister 
Annie,  who  had  already  dispatched  her  breakfast,  sat  on  the 
ground  opposite  to  him,  now  twisting  her  flowers  into  gar- 
lands, and  now  throwing  them  away. 


©- 


-« 


24  McGUFFEY's   THIRD   READER 

2.  "  Beg,  Frisk,  beg ! "  repeated  Harry,  holding  a  bit  of 
bread  just  out  of  the  dog's  reach ;  and  the  obedient  Frisk 
squatted  himself  on  his  hind  legs,  and  held  up  his  fore  paws, 
waiting  for  master  Harry  to  give  him  the  tempting  morsel. 

3.  The  little  boy  and  the  little  dog  were  great  friends. 
Frisk  loved  him  dearly,  much  better  than  he  did  any  one  else  ; 
perhaps,  because  he  recollected  that  Harry  was  his  earliest  and 
firmest  friend  during  a  time  of  great  trouble. 

4.  Poor  Frisk  had  come  as  a  stray  dog  to  Milton,  the  place 
where  Harry  lived.  If  he  could  have  told  his  own  story,  it 
would  probably  have  been  a  very  pitiful  one,  of  kicks  and 
cuffs,  of  hunger  and  foul  weather. 

5.  Certain  it  is,  he  made  his  appearance  at  the  very  door 
where  Harry  was  now  sitting,  in  miserable  plight,  wet,  dirty, 
and  half-starved ;  and  that  there  he  met  Harry,  who  took  a 
fancy  to  him,  and  Harry's  grandmother,  who  drove  him  off 
with  a  broom. 

6.  Harry,  at  length,  obtained  permission  for  the  little  dog 
to  remain  as  a  sort  of  out-door  pensioner,  and  fed  him  with 
stray  bones  and  cold  potatoes,  and  such  things  as  he  could  get 
for  him.  He  also  provided  him  with  a  little  basket  to  sleep 
in,  the  very  same,  which,  turned  up,  afterward  served  Harry 
for  a  seat. 

7.  After  a  while,  having  proved  his  good  qualities  bv  bark- 
ing away  a  set  of  pilferers,  who  were  making  an  attack  on 
the  great  pear  tree,  he  was  admitted  into  the  house,  and 
became  one  of  its  most  vigilant  and  valued  inmates.  He 
could  fetch  or  carry  either  by  land  or  water ;  would  pick  up 
a  thimble  or  a  ball  of  cotton,  if  little  Annie  should  happen  to 
drop  them ;  or  take  Harry's  dinner  to  school  for  him  with 
perfect  honesty. 

8.  "  Beg,  Frisk,  beg ! "  said  Harry,  and  gave  him,  after 
long  waiting,  the  expected  morsel.  Frisk  was  satisfied,  but 
Harry  was  not.  The  little  boy,  though  a  good-humored 
fellow  in  the  main,  had  turns  of  naughtiness,  which  were  apt 
to  last  him  all  day,  and  this  promised  to  prove  one  of  his 
worst.  It  was  a  holiday,  and  in  the  afternoon,  his  cousins, 
Jane  and  William,  were  to  come  and  see  him  and  Annie,  and 
the  pears  were  to  be  gathered,  and  the  children  were  to  have 
a  treat. 


©• 


OF   THE   ECLECTIC   SERIES. 


25 


9.  Harry,  in  his  impatience,  thought  the  morning  would 
never  be  over.  He  played  such  pranks,  buffeting  Frisk,  cut- 
ting the  curls  off  Annie's  doll,  and  finally  breaking  his  grand- 
mother's spectacles,  that  before  his  visitors  arrived,  indeed, 
almost  immediately  after  dinner,  he  contrived  to  be  sent  to  bed 
in  disgrace. 

10.  Poor  Harry !  there  he  lay,  rolling  and  kicking,  while 
Jane,  and  William,  and  Annie,  were  busy  about  the  fine 
mellow  Windsor  pears.  William  was  up  in  the  tree,  gath- 
ering and  shaking,  Annie  and  Jane  catching  them  in  their 
aprons  and  picking  them  up  from  the  ground ;  now  piling 
them  in  baskets ;  and  now  eating  the  nicest  and  ripest,  while 
Frisk  was  barking  gayly  among  them,  as  if  he  were  catching 
Windsor  pears  too. 


11.  Poor  Harry  !  He  could  hear  all  this  glee  and  merri- 
ment, through  the  open  window,  as  he  lay  in  bed.  The 
storm  of  passion  having  subsided,  there  he  lay  weeping  and 
disconsolate,  a  grievous  sob  bursting  forth  every  now  and 
then,  as  he  heard  the  loud  peals  of  childish  laughter,  and  as 
he  thought  how  he  should  have  laughed,  and  how  happy  he 
should  have  been,  had  he  not  forfeited  all  this  pleasure  by  his 
own  bad  conduct. 

12.  He  wondered  if  Annie  would  not  be  so  good-natured  aa 
to  bring  him  a  pear.  All  on  a  sudden,  he  heard  a  little  foot 
on  the  stair,  pit-a-pat,  and  he  thought  she  was  coming.  Pit- 
a-pat came  the  foot,  nearer  and  nearer,  and  at  last  a  small 
head  peeped,  half  afraid,  through  the  half-open  door. 

&_ 3 & 


26  mcguffey's  third  reader 

13.  But  it  was  not  Annie's  head;  it  was  Frisk's  —  poor 
Frisk,  whom  Harry  had  been  teasing  and  tormenting  all  the 
morning,  and  who  came  into  the  room  wagging  his.  tail,  with 
a  great  pear  in  his  mouth,  and,  jumping  up  on  the  bed,  he 
laid  it  in  the  little  boy's  hand. 

14.  Is  not  Frisk  a  fine  grateful  fellow?  and  does  he  not 
deserve  a  share  of  Harry's  breakfast,  whether  he  begs  for  it 
or  not?  And  little  Harry  will  remember  that  kindness  will 
always  be  rewarded,  and  that  ill-nature  and  bad  temper  are 
connected  with  nothing  but  pain  and  disgrace. 

Miss   Mitfoeb. 

Questions.  — "What  is  the  subject  of  this  lesson  ?  "Who  took  the 
little  deg's  part  •when  he  had  no  friends  ?  How  did  Harry  lose  his 
share  in  the  holiday's  sport  ?  How  did  Frisk  show  his  gratitude  to 
his  master  ?  What  will  Harry  learn  from  the  events  of  this  day  ? 
What  three  points  or  marks  are  connected  with  the  first  three  words  in 
the  lesson  ?  In  the  10th  paragragh,  what  stop  is  that  after  the  word 
"ground?"  In  the  last  paragraph,  what  note  is  that  after  the  word 
"  fellow  ? "  In  the  fifth  paragraph,  what  word  can  you  put  in  the 
place  of  "  plight,"  and  make  sense  ? 

TO    TEACHERS. 

This  book  is  designed  to  make  reading  a  study;  and  in  no  other  way 
can  its  fall  benefit  be  realized.  The  definitions,  questions,  and  the  exercises 
in  articulation  and  pronunciation,  are  given  merely  as  a  specimen  of  the 
manner  in  which  the  book  should  be  used,  and  are,  by  no  means,  con- 
sidered a  complete  list.'  The  intelligent  and  industrious  teacher  will 
constantly  draw  on  his  own  resources  for  the  purpose  of  varying  and 
extending  the  exercise.  Not  one  word  should  be  passed  by,  until  the 
pupil  understands  its  meaning,  and  can  articulate  distinctly  and  pro- 
nounce correctly,  every  letter  and  syllable.  In  the  latter  labor,  much  aid 
will  be  derived  from  practice  on  the  Exercises  found  on  pages  8  to  21, 
and  between  the  lessons  in  the  body  of  the  work,  and  also  those  oonnectod 
with  each  Reading  Lesson,  where  the  examples  are  always  drawn  from 
the  lesson  itself. 

Questions  upon  grammatical  construction  will  assist  the  pupil  in  un~ 
derstanding  the  lesson,  and  afford  valuable  practice  in  parsing.  A  few 
are  appended  to  some  of  the  lessons  in  this  book,  as  specimens  of  the 
kind  of  examination  which,  it  is  believed,  will  be  found  interesting  and 
instructive. 

The  Teacher  will  remember,  that  it  is  very  important  to  pay 
proper  attention  to  the  collateral  exercises  in  spelling,  defining,  artiexdation, 
ate.  Those,  while  they  add  interest  to  the  study,  also  impart  indispensible 
iastrnotion  in  the  very  connection  in  which  it  can  be  most  usefully  and 
practically  applied. 


gs 


OF   THE    ECLECTIC   SERIES. 


27 


ARTICULATION". 

The  exercises  between  the  Lessons  are  especially  commended  to  the 
notice  of  the  teacher.  In  connection  with  those  in  the  Introduction  of  this 
book,  which  shouldbe  frequently  and  carefully  practiced,  they  form  a  com- 
plete system  on  consonant  sounds.  As  consonants  form  the  principal  difficulty 
in  articulation,  and  also  constitute  the  great  body  of  our  language,  attention 
is  chiefly  directed  to  them.  Their  correct  and  distinct  utteranco  will  secure 
force,  beauty,  and  excellence  in  reading  and  speaking. 

Utter,  first,  the  sounds  composing  a  syllable,  and  not  the  names  of  the 
letters,  and  then  pronounce  the  syllable.  See  directions,  Exercise  III,  page 
1 1.  Double  letters  must  be  sounded  as  single,  and  silent  letters  omitted. 
The  latter  are  sometimes  left  out  altogether,  as  the  e  in  cobble,  hobble,  <fcc. 
where  the  bbl  should  be  uttered  as  one  sound. 

2  3  2  1  ,2 

Br.      Bran,       brass,      brunt,      brake,      broil,      brink. 

1  2  2  2  3  3 

Bl.       Blind,      bluff,       blunt,       black,       blurt,      blend. 
Cobbl',    hobbl,'  gabbl',     bubbl',      doubl',   troubP. 


LESSON   II. 


WORDS     TO     BE     SPELLED     AND     DEFINED. 


2.  Awk'-ward,  clumsy,  unhandy. 

4.  En-tan'-gled,   disordered,  twisted 

up. 

5.  Ex-claim'-ed,  cried  out. 
As-sist'-ance,  aid,  help. 
Dis-en-ga'-ged,    loosened,    made 

free. 

6.  Pre-par'-ed,  made  ready. 
Dig'-ni-ty,  majestic  manner. 


7.    Dis-ap-point'-ment,  the    not  ob- 
taining what  was  expected. 
Dis-cour'-age,  to  take  away  cour- 
age. 

10.  Ob-jec'-tion,    reason    against    a 

measure. 

11.  Per-se-ver'-ance,   continuing    in 

any  thing  begun. 
Mot'-to,  a  word   or   short   sen- 
tence expressing  much. 


PERSEVERANCE. 

Utter  distinctly  the  t  and  d.  Lift,  not  lif:  kind-ly,  not  kine-ly  : 
chil-dren,  not  chil-ren:  hand,  not  han  :  wind,  not  win  :  found,  not 
foun  :  stand,  not  stan  :  de-pends,  not  de-pen's.  See  exercises  on  T 
and  D,  pages  18  and  19. 

1.  "  Will  you  give  my  kite  a  lift?  "  said  my  little  nephew 
to  his  sister,  after  trying  in  vain  to  make  it  fly  by  dragging  it 


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28  MCGUFFEY'S  third  reader 

along  the  ground.  Lucy  very  kindly  took  it  up  and  threw  it 
into  the  air,  but,  her  brother  neglecting  to  run  off  at  the  same 
moment,  the  kite  fell  down  again. 

2.  "Ah!  now,  how  awkward  you  are !  '*  said  the  little 
fellow.  "  It  was  your  fault  entirely,"  answered  his  sister. 
"  Try  again,  children,"  said  I. 

3.  "  Lucy  once  more  took  up  the  kite ;  but  now  John  was 
in  too  great  a  hurry ;  he  ran  off  so  suddenly  that  he  twitched 
it  out  of  her  hand ;  and  the  kite  fell  flat  as  before.  "  Well, 
who  is  to  blame  now  ?  "  asked  Lucy.     "  Try  again,"  said  I. 

4  They  did,  and  with  more  care  ;  but  a  side-wind  coming 
suddenly,  as  Lucy  let  go  the  kite,  it  was  blown  against  some 
shrubs,  and  the  tail  got  entangled  in  a  moment,  leaving  the 
poor  kite  hanging  with  its  head  downward. 

5.  "  There,  there  !  "  exclaimed  John,  "  that  comes  of  your 
throwing  it  all  to  one  side."  "As  if  I  could  make  the  wind 
blow  straight,"  said  Lucy.  In  the  mean  time,  I  went  to  the 
kite's  assistance,  and  having  disengaged  the  long  tail,  I  rolled 
it  up,  saying,  "  Come,  children,  there  are  too  many  trees  here  ; 
let  us  find  a  more  open  space,  and  then  try  again." 

6.  We  presently  found  a  nice  grass  plot,  at  one  side  of 
which  I  took  my  stand  ;  and  all  things  being  prepared,  I  tossed 
the  kite  up  just  as  little  John  ran  off.  It  rose  with  all  the 
dignity  of  a  balloon,  and  promised  a  lofty  flight ;  but  John, 
delighted  to  find  it  pulling  so  hard  at  the  string,  stopped  short 
to  look  upward  and  admire.  The  string  slackened,  the  kite 
tottered,  and,  the  wind  not  being  very  favorable,  down  came 
the  kite  to  the  grass.  "  Oh,  John,  you  should  not  have 
stopped,"  said  I.     "  However,  try  again." 

1.  "  I  won't  try  any  more,"  replied  he,  rather  sullenly.  "  It 
is  of  no  use,  you  see.  The  kite  won't  fly,  and  I  do  n't  want 
to  be  plagued  with  it  any  longer."  "  Oh  fie,  my  little  man ! 
would  you  give  up  the  sport,  after  all  the  pains  we  have  taken 
both  to  make  and  to  fly  the  kite  ?  A  few  disappointments 
ought  not  to  discourage  us.  Come,  I  have  wound  up  your 
string,  and  now,  try  again." 

8.  And  he  did  try,  and  succeeded,  for  the  kite  was  carried 
up  on  the  breeze  as  lightly  as  a  feather ;  and  when  the  string 
was  all  out,  John  stood  in  great  delight,  holding  fast  the  stick, 
and  gazing  on  the  kite,  which  now  seemed  as  a  little  white 
speck  in  the  blue  sky.  "  Look,  look,  aunt,  how  high  it  flies  ! 
and  it  pulls  like  a  team  of  horses,  so  that  I  can  hardly  hold  it. 
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I  'wish  I  had  a  mile  of  string ;  I  am  sure  it  would  go  to  the 
end  of  it." 

"After  enjoying  the  sight  as  long  as  he  pleased,  little  John 
proceeded  to  roll  up  the  string  slowly ;  and  when  the  kite  fell, 
he  took  it  up  with  great  glee,  saying  that  it  was  not  at  all  hurt, 
and  that  it  had  behaved  very  well.  "  Shall  we  come  out  to- 
morrow, aunt,  after  lessons,  and  try  again  ?  " 

10.  "I  have  no  objection,  my  dear,  if  the  weather  is  fine. 
And  now,  as  we  walk  home,  tell  me  what  you  have  learned 
from  your  morning's  sport."  "  I  have  learned  to  fly  my  kite 
properly."  "  You  may  thank  aunt  for  it,  brother,"  said  Lucy, 
"  for  you  would  have  given  it  up  long  ago,  if  she  had  not  per- 
suaded you  to  TRY  AGAIN." 

11.  "Yes,  my  dear  children,  I  wish  to  teach  you  the  value 
of  perseverance,  even  when  nothing  more  depends  upon  it 
than  the  flying  of  a  kite.  Whenever  you  fail  in  your  attempts 
to  do  any  good  thing,  let  your  motto  be,  try  again." 

Charlotte    Elizabeth. 


Questions. — What  is  the  subject  of  this  lesson?  Why  was 
John  discouraged  in  his  attempts  to  raise  his  kite  ?  What  did  his 
aunt  say  to  him  ?  What  may  we  learn  from  this  ?  What  should  be 
our  motto  if  we  expect  to  be  successful  in  any  undertaking  ?  What 
note  is  after  the  word  "  lift,"  in  the  first  sentence  ?  What  after  the 
word  "  are,"  in  the  second  paragraph  ?  What  word  can  you  sub- 
stitute for  "  awkward,"  in  the  second  paragraph  ?  What  mark  is 
that  over  "  do  n't,"  in  the  7th  paragraph,  and  what  is  its  use  ? 


LESSON    III 


1.  Suc-ceed',  to  gain  the  thing  de- 
Cour'-age,  resolution.  [sired. 
Con'-quer,  to  gain  the  victory. 

2.  Pre-vail',  to  overcome. 


Dis-grace',  shame. 
3.  Re-ward',  any  thing  given  in  re- 
turn fox  good  or  bad  conduct. 
Pa'-tience,  constancy  in  labor. 


TRY,   TRY   AGAIN. 

Remark.  —  To  read  well  is,  to  convey  with  the  voice  fully  the 
meaning  contained  in  the  passage  which  is  read.  To  do  this,  it  is 
necessary  to  understand  what  is  read. 


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30  mcguffey's  third  reader 

U  t  t  e  e  each  sound  distinctly.  First,  not  Jirss:  ap-pear,  not  'pear: 
last,  not  lass:  task,  not  tass:  your  re-ward,  not  youreward.  See  ex- 
ercise IV,  pages  16  to  19. 

1.  'T  is  a  lesson  you  should  heed, 

Try,. try  again; 
If  at  first  you  do  n't  succeed, 

Try,  try  again; 
Then  your  courage  should  appear, 
For,  if  you  will  persevere, 
You  will  conquer,  never  fear ; 

Try,  try  again. 

2.  Once  or  twice  though  you  should  fail 

Try,  try  again ; 
If  you  would,  at  last,  prevail, 

Try,  try  again ; 
If  we  strive,  't  is  no  disgrace, 
Though  we  may  not  win  the  race ; 
What  should  you  do  in  the  case  ? 

Try,  try  again. 

3.  If  you  find  your  task  is  hard, 

Try,  try  again; 
Time  will  bring  you  your  reward, 

Try,  try  again ; 
All  that  other  folks  can  do, 
"Why,  with  patience,  should  not  you  ? 
Only  keep  this  rule  in  view ; 

Try,  try  again. 

T.  H.  Palmer. 


Questions.  —  What  is  the  advice  contained  in  this  lesson? 
How  many  different  stops  are  there  in  this  lesson,  and  what  are  they  ? 
What  mark  is  that  before  "  'T  is,"  in  the  first  line,  and  what  does  it 
here  indicate? 

TO   TEACHERS. 

That  the  pupil  may  understand  what  he  reads,  he  must  know  the  mean- 
ing of  all  the  words  that  he  uses.  To  aid  him  in  this,  some  of  the  more 
difficult  are  defined  at  the  head  of  each  lesson.  It  is  recommended,  how- 
over,  that  the  teacher  should  examine  the  class  upon  the  definition  of  all 
the  unusual  or  difficult  words,  and  that  the  pupil  should  be  accustomed  to 
discover  their  meaning  from  their  connection. 

© Q 


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OF    THE    ECLECTIC    SERIES. 


ARTICULATION. 

To  secure  the  benefit  of  these  exercises,  each  sound  composing  a  syl- 
lable, must  be  dwelt  upon,  and  carefully,  forcibly,  and  distinctly  uttered. 
Silent  letters  are  sometimes  omitted,  that  they  may  not  mislead  with  re- 
gard to  the  real  sounds,  as  the  e  in  riddle,  huddle,  &c. 


Dr.    Drum,       drug,       drink,     droll,       dry,         hydra. 
Dl.     Riddl',       huddl',   ladl',      cradl',     needl',     Idl'. 


LESSON  IV. 


1.  Re-joic'-ed,  were  glad,  were  joyful. 
Del'-i-cate,  soft,  nice. 

3.  De-light'-ful,  pleasing,  charming. 
Hus'-band-ry,    the    business    of   a 

farmer. 

4.  De-li'-cious,  sweet. 
Ob-serv'-ed,  remarked. 
Pru'-dence,  caution,  wisdom. 


Prac'-tice,  to  use,  to  exercise. 

5.  Kern'-el,  that  which  is  contained 

in  the  shell  of  a  nut,  or  of  fruit 
stones. 

6.  Ex-pect'-ed,  looked  for. 
Av-a-ri'-cious,  too  fond  of  gaming 

money.  [reserve. 

7.  In-gen'-u-ous-ly,  candidly,  without 


THE    PEACHES. 

Remark  .  —  Read  this  story  exactly  as  if  you  were  telling  it  to 
some  one,  and  as  if  you  had  no  book  in  your  hand. 

Utter  distinctly  the  g,  d,  t,  k,  &c.  in  the  following  words : 
E-ven-ing,  not  eve-nin:  in-tend,  not  in-ten:  hus-band-ry,  not  hus-han- 
ry:  young-est,  not  young-es:  al-most,  not  al-moce:  ciiild-like,  not 
chile-like:  sold,  not  sole:  con'-duct,  not  con'-duc:  re-fus'd,  not  re-fuse: 
home,  not  'ome:  half,  not  'alf:  how,  not  'ow:  here,  not 'ere;  who,  not 
oo :   hush'd,  not  'ush'd. 

1.  A  gentleman,  on  his  return  from  the  city,  carried  home 
with  him  five  peaches  ;  the  most  beautiful  ones  that  could 
be  found.  His  children  had  never  seen  any  before ;  and 
therefore,  they  wondered  and  rejoiced  very  much  over  the 
beautiful  fruit,  with  rosy  cheeks,  all  covered  with  delicate 
down. 

2.  The  father  gave  one  to  each  of  his  four  sons,  and  the 
fifth  to  their  mother.     In  the  evening,  as  the  children  were 

i ■ __ __ ® 


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32  mcguffey's  third  reader 

about  to   retire  to  sleep,  the  father  said,  "  well,  boys,   how 
aid  you  like  the  peaches  ?  " 

3.  "Oh,  delightful!"  said  the  oldest;  "so  sweet,  so  juicy, 
and  pleasant?  I  ate  mine;  and  have  taken  good  care  to 
keep  the  stone,  and  I  intend  to  raise  a  tree  of  my  own." 
"Well  done,"  replied  the  father.  "This  looks  like  hus- 
bandry. And,  my  son,  let  this  be  your  motto ;  Provide  for 
the  future  by  taking  care  of  the  present." 

4.  "I  ate  mine,"  exclaimed  the  youngest,  "  and  threw  away 
the  stone,  and  then  mother  gave  me  half  of  hers.  Oh,  how 
sweet!  how  delicious!  it  almost  melted  in  my  mouth." 
"  Indeed,  my  boy,"  observed  the  father,  "  I  can  not  say  much 
for  your  prudence,  but  you  acted  in  a  natural  and  child-like 
manner,  as  might  have  been  expected.  There  is  still  room 
enough  in  your  life  to  practice  wisdom." 

5.  "I  picked  up  the  stone,"  said  the  second  son,  "that 
my  little  brother  threw  away,  and  cracked  it,  and  in  it  was  a 
kernel,  so  sweet!  so  rich!  like  a  nut.  But  I  sold  my  peach, 
and  see,  I  have  money  enough  to  buy  a  dozen,  when  I  go  to 
the  city." 

6.  Here  the  old  man  shook  his  head,  but  at  the  same  time 
patting  the  cheek  of  his  boy,  said,  "  Your  conduct  was  hardly 
to  have  been  expected  from  one  of  your  years.  It  was  pru- 
dent, but  it  was   by  no  means   a  natural  act  for  a  child.     I 

.  pray  God  that  you  may  not  become  avaricious." 

7.  "Well,  Charles,"  inquired  the  father,  "what  did  you 
do  with  your  peach?"  "I  carried  it,"  said  he,  freely  and 
ingenuously,  "  to  poor  George,  the  son  of  our  neighbor,  who 
is  sick  with  a  fever.  He  refused  to  take  it,  but  I  laid  it  on 
his  bed  and  came  away." 

8.  "Now,"  said  the  father,"  who  has  made  the  best  use  of 
his  peach?"  "Brother  Charles,"  said  all  the  three  boys, 
together.  But  Charles  was  silent;  he  was  hushed;  but  his 
mother  embraced  him  with  a  tear  in  her  eye. 

Krtjmmacher. 


Questions. — -"What  did  the  oldest  boy  do  with  his  peach? 
What  did  the  youngest  do  ?  What  did  the  second  do  ?  What  did 
Charles  do  ?  Which  made  the  best  use  of  his  peach  ?  "Why  ? 
Which  of  these  boys  would  make  the  most  benevolent  and  useful 
man  1  What  mark  is  that  after  "  peaches,"  in  the  second  line  1 
What  is  its  use  ? 


©- 


&- 


OF    THE    ECLECTIC    SERIES. 


LESSON    V. 


A-light'-ed,  got  off,  descended  from. 
O-ver-tako',  to  come  up  with. 
Clev'-er-ly,  handsomely,  skillfully. 
Shel'-ter,  that  which  protects. 
O-bli'-ging,  kind,  ready  to  assist. 


Phi-los'-o-pher,  a  man  learned  hi 
science,  here  used  figuratively  fo* 
a  contented  person. 

Con-tent'-ed,  quiet,  satisfied. 


THE     LITTLE     PHILOSOPHER. 

Remark.  —  This  kind  of  composition  is  called  Dialogue.  Il 
should  be  read  "with  the  same  tone,  and  in  the  same  manner,  that  vre» 
use  in  conversation. 

Be  careful  to  utter  g  distinctly.  Morn-ing,  not  morn-in:  rk 
ding,  not  ri-din:  run-ning,  not  run-nin:  catcli-ing,  not  catch-in:  noth.. 
ing,  not  noth-in:  root-ing,  not  root-in:  tend-ing,  not  tend-in:  feed-ing, 
not  feed-in:   spell-ing,  not  spell-in.    See  Exercise  on  G  final,  page  18. 

Mr.  Lenox  was  one  morning  riding  by  himself;  he  alighted 
from  his  horse  to  look  at  something  on  the  road  side ;  the  horse 
got  loose  and  ran  away  from  him.  Mr.  Lenox  ran  after  him, 
but  could  not  overtake  him.  A  little  boy,  at  work  in  a  field, 
heard  the  horse ;  and,  as  soon  as  he  saw  him  running  from 
his  master,  ran  very  quickly  to  the  middle  of  the  road,  and 
catching  him ,  by  the  bridle,  stopped  him,  till  Mr.  Lenox  came 
up. 

Mr.  Lenox.  Thank  you,  my  good  boy,  you  have  caught 
my  horse  very  cleverly.  What  shall  I  give  you  for  your 
trouble  ? 

Boy.  I  want  nothing,  sir. 

Mr.  L.  Do  you  want  nothing  ?  So  much  the  better  for 
you.  Few  men  can  say  as  much.  But  what  were  you  doing 
in  the  field? 

B.  I  was  rooting  up  weeds,  and  tending  the  sheep  that 
were  feeding  on  turnips. 

Mr.  L.  Do  you  like  to  work? 

B.  Yes,  sir,  very  well,  this  fine  weather. 

Mr.  L.  But  would  you  not  rather  play  ? 

B.  This  is  not  hard  work ;  it  is  almost  as  good  as  play. 

Mr.  L.  Who  set  you  to  work? 

B.  My  father,  sir. 

Mr.  L.  What  is  your  name  ? 

B.  Peter  Hurdle,  sir. 


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34  MCGUFFEY'S   THIRD    READER 

Mr.  L.  How  old  are  you  ? 

B.  Eight  years  old,  next  June. 

Mr.  L.  How  long  have  you  been  out  in  this  field? 

B.  Ever  since  six  o'clock  this  morning. 

Mr.  L.  Are  you  not  hungry  ? 

B.  Yes,  sir,  but  I  shall  go  to  dinner  soon. 

Mr.  L.  If  you  had  sixpence  now,  what  would  you  do 
with  it? 

B.  I  do  not  know,  sir.     I  never  had  so  much  in  my  life. 

Mr.  L.  Have  you  no  playthings? 

B.  Playthings  ?  what  are  they  ? 

Mr.  L.  Such  as  nine-pins,  marbles,  tops,  and  wooden 
horses. 

B.  No,  sir.  Tom  and  I  play  at  foot-ball  in  winter,  and 
I  have  a  jumping-rope.     I  had  a  hoop,  but  it  is  broken. 

Mr.  L.  Do  you  want  nothing  else  ? 

B.  I  have  hardly  time  to  play  with  what  I  have.  I  have 
to  drive  the  cows,  and  to  run  of  errands,  and  to  ride  the 
horses  to  the  fields,  and  that  is  as  good  as  play. 

Mr.  L.  You  could  get  apples  and  cakes,  if  you  had 
money,  you  know. 

B.  I  can  have  apples  at  home.  As  for  cake,  I  do  not  want 
that ;  my  mother  makes  me  a  pie  now  and  then,  which  is  as 
good. 

Mr.  L.  Would  you  not  like  a  knife  to  cut  sticks  ? 

B.  I  have  one ;  here  it  is  ;  brother  Tom  gave  it  to  me. 

Mr.  L.  Your  shoes  are  full  of  holes.  Don't  you  want  a 
new  pair? 

B.  I  have  a  better  pair  for  Sundays. 

Mr.  L.  But  these  let  in  water. 

B.  I  do  n't  mind  that,  sir. 

Mr.  L.  Your  hat  is  all  torn,  too. 

B.  I  have  a  better  one  at  home. 

Mr.  L.  What  do  you  do  when  it  rains  ? 

B.  If  it  rains  very  hard  when  I  am  in  the  field,  I  get 
under  the  tree  for  she'ter. 

Mr.  L.  What  do  you  do,  if  you  are  hungry  before  it  is 
time  to  go  home  ? 

B.  I  sometimes  eat  a  raw  turnip. 

Mr.  L.   But  if  there  are  none  ? 

B.  Then  I  do  as  well  as  I  can  without.  I  work  on,  and 
never  think  of  it. 

Mr.  L.  Why,  my  little  fellow,  you  are  quite  a  philoso- 
pher, but  I  am  sure  you  do  not  know  what  that  means. 

B.  No,  sir.     I  hope  it  means  no  harm. 
® hi 


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35 


Mr.  L.  No,  no  !     Were  you  ever  at  school  ? 

B.   No,  sir ;  but  father  means  to  send  me  next  winter. 

Mr.  L.  You  will  want  books  then. 

B.  Yes,  sir,  the  boys  all  have  an    Eclectic  spelling-book 
and  Reader,  and  a  Testament. 

Mr.  L.  Then  I  will  give  them  to  you ;  tell  your  father  so, 
and  that  it  is  because  you  are  an  obliging,  contented  little  boy. 

B.  I  will,  sir.     Thank  you. 

Mr.  L.  Good  by,  Peter. 

B.  Good  morning,  sir. 

Dr..  A  ikik. 


Questions'. — What  service  did  this  little  boy  perform  for  the 
gentleman  ?  Would  he  take  any  pay  for  it  ?  What  did  the  gen- 
tleman think  of  the  boy  ?  What  do  you  suppose  made  him  so  con- 
tented with  his  condition  ?  Why  should  we  always  be  contented 
with  such  things  as  we  have  ?  What  note  is  that  which  is  placed 
after  all  the  questions  in  this  lesson  ?  What  stop  is  that  after  the  last 
word  "  sir  ?  " 

What  nouns  are  there  in  the  first  sentence  of  this  lesson  ?  What  is 
a  noun  ?    See  Pinneo's  Primary  Grammar. 


Fr. 

Fl. 

Ft. 


i 

Free, 


ARTICULATION 

1  l  * 

fro,         fry,       frail, 

1111 

Flee,         flow,      fly, 

i  i 

Affluent,   reflux,   stifl, 

3  2  2 

Aft,    .       soft,        oft, 


frolic,       afraid. 

116 

fleet,       flame,      flood, 
scuffl',   snuffl',      ruffl'. 

2  3  3 

scoff 'd,  cough'd,  laugh' d. 


LESSON   VI. 


1.  Clus'-ter-ed,  collected  in  bunches. 

2.  Rus'-tic,  country-like. 
Wood'-land,  belonging  to  woods. 

3.  Won'-der-ing,  surprised. 


10.  'Ker'-chief,  handkerchief. 
12.  Moan'-ing,  sighing,  mourning. 

Re-leaj'-ed,  freed. 
16.  Spir'-it,  the  soul. 


WE     ARE     SEVEN. 

Remark.  —  Avoid  what  is  called   a  tone  in  reading  poetry.     Do 
not  sing  it,  but  emphasize  it  like  prose. 


0- 


■@ 


ml-guffey's  third  reader 


Utter  distinctly  and  correctly  each  letter.  Clus-ter'd,  not  clus- 
tud:  sis-ters,  not  sis-tuz:  broth-ers,  not  broth-uz:  church,  not  chuch: 
oft-en,  (  pro.  of'n  )  not  of-ten.  Utter  distinctly  the  r,  in  such  words  as 
girl,  hair,  curl,  air,  pair,  where,  yard,  near,  your,  etc.  See  Exercise  on 
R,  page  19. 

1 .  I  met  a  little  cottage  girl ; 

She  was- eight  years  old,  she  said  ; 
Her  hair  was  thick,  with  many  a  curl, 
That  clustered  round  her  head. 

2.  She  had  a  rustic,  woodland  air, 

And  she  was  wildly  clad ; 
Her  eyes  were  fair,  and  very  fair ; 
Her  beauty  made  me  glad. 

3.  "  Sisters  and  brothers,  little  maid, 

How  many  may  you  be  ? " 
"  How  many  ?  seven  in  all,"  she  said, 
And  wondering,  looked  at  me. 

4.  "  And  where  are  they  ?  I  pray  you  tell." 

She  answered,  "  Seven  are  we ; 
And  two  of  us  in  Conway  dwell, 
And  two  are  gone  to  sea. 

5.  Two  of  us  in  the  church-yard  lie, 

My  sister  and  my  brother ; 
And  in  the  church-yard  cottage,  I 
Dwell  near  them  with  my  mother." 

6.  "  You  say  that  two  at  Conway  dwell, 

And  two  are  gone  to  sea, 
Yet  ye  are  seven  ;  I  pray  you  tell, 
Sweet  maid,  how  this  may  be  ? " 

7.  Then  did  the  little  maid  reply, 

"  Seven  boys  and  girls  are  we ; 
Two  of  us  in  the  church-yard  lie, 
Beneath  the  church-yard  tree." 

8.  "  You  run  about,  my  little  maid, 

Your  limbs,  they  are  alive  ; 
If  two  are  in  the  church-yard  laid, 
Then  ye  are  only  five." 


-6 


& © 

OF   THE   ECLECTIC   SERIES.  37 

9  "  Their  graves  are  green,  they  may  be  seen," 
The  little  maid  replied, 
"  Twelve  steps  or  more  from  mother's  door, 
And  they  are  side  by  side. 

10.  My  stockings  there  I  often  knit, 
My  'kerchief  there  I  hem ; 

And  there  upon  the  ground  I  sit ; 
I  sit  and  sing  to  them. 

11.  And  often  after  sunset,  sir, 
When  it  is  light  and  fair, 

I  take  my  little  porringer, 
And  eat  my  supper  there. 

12.  The  first  that  died  was  little  Jane ; 
In  bed  uhe  moaning  lay, 

Till  God  released  her  from  her  pain ; 
And  then  she  went  away. 

13.  So  in  the  church-yard  she  was  laid; 
And  all  the  summer  dry, 

Together  round  her  grave  we  played, 
My  brother  John  and  I. 

14.  And  when  the  ground  was  white  with  snow, 
And  I  could  run  and  slide, 

My  brother  John  was  forced  to  go, 
And  he  lies  by  her  side." 

15.  "  How  many  are  you  then,"  said  I, 
"  If  they  two  are  in  heaven  ?  " 

The  little  maiden  did  reply, 
"  O  master  !  we  are  seven." 

16.  "  But  they  are  dead  ;  those  two  are  dead  ! 
Their  spirits  are  in  heaven  !" 

'T  was  throwing  words  away  :  for  still 
The  little  maid  would  have  her  will, 
And  said,  "  Nay,  we  are  seven." 

Wordsworth . 


Questions.  —  How  many  were  thereof  these  brothers  and  sis- 
ters ?  How  many  were  dead  ?  What  did  the  little  girl  mean  by 
saying  that  there  were  still  seven  ?  Does  the  soul  ever  die  ?  Where 
does  it  go  when  the  body  dies  ?  In  the  last  stanza,  what  marks  are 
those  at  the  end  of  the  first  and  second  lines  ? 


<•> 


38 


-;-> 


McQUFFEY  S    THIRD   READER 


LESSON    VII. 


An'-cients,  (  pro.  ane'-cients,)  thoso 
who  lived  in  former  times. 

In-struct',  to  teach.      [the  gospel. 

Mis'-sion-a-ry,  one  sent  to  preach 

Char'-ac-ter,  reputation. 

Un-mo-lest'-ed,  free  from  dis- 
turbance, uninterrupted. 

Law'-less,  without  law,  disorderly. 

Treat'-y,  a  solemn  agreement. 


2.  Fam'-ine,  scarcity  of  food. 

3.  Ap-par'-ent-ly,  in  appearance. 
Act'-u-al-ly,  really,  truly. 
Chant,  to  sing. 

Stan'-za,  a  number  of  lines  in  po- 
etry. 

4.  Hush'-ed,  stilled,  made  silent. 
Ut'-ter-ance,  the  act  of   express- 
ing with  the  voice. 


THE  SONG  OF  THE  DYING  SWAN. 

Souxd  each  letter  clearly.  —  Sup-pose,  not  s'pose  :  trust,  not  trus  : 
friends,  not  friens :  dis-tinct,  not  dis-tinc  :  dy-ing,  not  dy-in  :  when- 
ev-er,  not  wen-ev-er.     See  Exercise  IV,  pages  16  to  19. 

Child.  How  long  will  the  swan  live  ? 

Parent.  It  is  not  known.  A  goose  has  been  known  to 
live  a  hundred  years,  and  from  the  firmer  texture  of  the  flesh 
of  the  swan,  that  would   probably  live  longer. 

C.  Does  the  swan  sing  ? 

P.  No,  I  believe  not.  The  ancients  used  to  suppose  that 
it  did ;  but  it  is  now  understood  that  it  utters  only  a  kind  of 
shrill  hiss  or  whistle. 

C.  But  Tom  told  me  that  he  read  in  a  poem  of  the  dying 
song  of  the  swan.  Is  it  not  true,  that  the  swan  ever  sings 
when  it  is  dying  ? 

P.  Poems  do  not  always  tell  what  is  true.  They  some- 
times instruct  by  using  fables.  This  is  one  of  the  fables  of 
the  ancients.  But  I  can  tell  you  about  a  death  that  is 
equally  beautiful,  and  it  is  all  true.     Shall  I  tell  it  to  you  ? 

C.  O  yes,  I  want  to  hear  it. 

P.  1.  Swartz  was  a  missionary,  that  is,  one  who  left  his 
own  country  to  preach  the  gospel  to  the  heathen.  He  died 
at  the  age  of  seventy-two,  having  been  a  missionary  forty- 
eight  years  in  India.  He  had  such  a  high  character  among 
the  heathen,  that  he  Avas  suffered  to  pass  through  savage  and 
lawless  tribes  unmolested.  They  said,  "  Let  him  alone,  let 
him  pass  ;  he  is  a  man  of  God  !  "  A  tyrant,  named  Hyder 
Ally,  while  he  refused  to  enter  into  a  treaty  with  others,  said, 
"  Send  me  Swartz  ;  send  me  the  Christian  missionary  to  treat 
with  me,  for  him  only  can  I  trust." 


■« 


@ — i ; — ® 

OF   THE   ECLECTIC    SERIES.  39 

2.  The  people  had  been  so  cruelly  used,  that  they  left  their 
lands,  and  refused  to  raise  any  thing.  All  they  had  raised 
had  been  seized  and  taken  away.  The  whole  country  would 
soon  have  been  in  a  famine.  The  heathen  ruler  promised 
justice,  and  tried  to  induce  them  to  go  back  to  their  farms  ; 
but  all  in  vain.  They  would  not  believe  him.  Swartz  then 
wrote  to  them,  making  the  same  promises.  Seven  thousand 
men  returned  to  their  lands  in  one  day. 

3.  When  he  came  to  die,  he  lay  for  a  time  apparently  life- 
less. One  of  his  friends,  a  worthy  fellow-laborer  from  the 
same  country,  supposing  that  he  was  actually  dead,  began  to 
chant  over  his  remains  a  stanza  of  a  favorite  hymn,  which 
they  used  to  sing  together,  to  soothe  each  other,  in  his  life- 
time. 

4.  The  verses  were  sung  through  without  a  motion  or  a 
sign  of  life  from  the  still  form  before  him;  but  when  the  last 
clause  was  over,  the  voice,  which  was  supposed  to  be  hushed 
in  death,  took  up  the  second  stanza  of  the  same  hymn,  com- 
pleted it  with  a  distinct  and  sweet  utterance,  and  then  was 
hushed,  and  was  heard  no  more.  The  soul  rose  with  the  last 
strain. 

5.  Is  not  this  more  touching  and  beautiful  than  the  fable 
about  the  dying  swan  ?  I  hope  you  will  remember  it,  and 
whenever  you  read  of  the  swan,  you  will  recollect  this  story, 
and  think  how  sweetly  death  comes  to  a  good  man,  who  has 
faithfully  followed  Jesus  Christ. 

Todd. 


Questions. — What  is  said  of  the  swan's  dying  song 'f  What  is 
the  truth  about  it  ?  Who  was  Swartz  ?  How  did  the  heathen  feel 
toward  him,  and  treat  him  ?  Why  did  they  feel  thus  toward  him  1 
Is  not  a  really  honest  and  Christian  character  always  respected  ? 
What  must  we  do,  if  we  would  live  respected,  and  die  happy  ? 

TO   TEACHERS. 

The  amount  of  instruction  derived  from  reading  exercises  may  bo  in- 
creased by  introducing,  occasionally,  questions  upon  grammatical  construc- 
tion. Such  have  been  appended  to  some  of  the  lessons,  as  a  specimen  of 
the  manner  in  which  that  branch  may  be  connected  with  reading,  and  the 
principles  of  the  science  illustrated  and  fixed  in  the  mind,  while,  at  the 
same  time,  interest  in  the  other  objects  of  the  reading  exercise  is  in- 
creased. Pinneo's  Primary  Grammar,  referred  to  in  this  book,  is  a  work 
compiled  expressly  for  that  class  of  leamors  to  which  Uiis  Reader  is 
adapted. 


<-> 


40 


.© 


McGUFFEY  S   THIRD    READER 


ARTICULATION. 

I                         1                          1                            II  2     . 

Gr.     Green,     grow,      grace,     great,     greedy,  gravity, 

1112                        2  2 

Gl.      Glade,     glide,      glebe,     glad,      glum,  glim. 

Bugl,       eagl,       ogl,         gargl,      smuggl,  struggl. 


LESSON  VIII. 


Scale,  to  climb  up,  to  ascend. 
Dell,  a  valley. 

Mat'-in,  used  in  the  morning. 
Cel'-e-brate,  to  praise,  to  extol. 
Ves'-per,  used  in  the  evening. 
Thrill,  a  warbling. 
Flow'-ret,  a  little  flower. 
Leaf -lets,  little  leaves. 
Cull,  to  pick  out,  to  pluck. 
O'-dor,  smell,  perfume. 


Ope,  open. 

3.  Rip'-ple,  a  little  curling  wave. 
Lave,  to  bathe,  to  wash  one's  self. 
Az'-ure,  blue  like  the  sky. 

4.  Ro-man'-tic,  wild,  fanciful. 
Prat'-tler,  a  trifling  talker. 
Song'-ster,  a  singer. 
War'-ble,  a  song. 
Re-fi'-ned,  improved  in  delicacy. 
De'-i-ty,  God. 


CHILDREN'S    WISHES. 

Utter  distinctly  all  the  consonants  in  such  ^vords  as  bird,  scale, 
gladness,  celebrate,  earth,  gladly,  thrill,  mirth,  spread,  gold-Jish,  grove, 
ripple,  softness,  prattlers,  mortals,  warble,  leaflets,  plants,  songster,  thoughts, 
«fec.     See  Exercise  III,  pages  11  to  15. 

1.     Eliza.     I  wish  I  were  a  little  bird, 

Among,  the  leaves  to  dwell ; 
To  scale  the  sky  in  gladness, 

Or  seek  the  lonely  dell. 
My  matin  song  should  celebrate 

The  glory  of  the  earth, 
And  my  vesper  hymn  ring  gladly 

With  the  thrill  of  careless  mirth. 


2.  Caroline.  I  wish  I  were  a  flow  'ret, 

To  blossom  in  the  grove  ; 

I'  d  spread  my  opening  leaflets 

Among  the  plants  I  love. 


G- 


-® 


OF   THE  ECLECTIC    SERIES. 


41 


3.    Louisa. 


4.    Mother. 


No  hand  should  roughly  cull  me, 
And  bid  my  odors  fly ; 

I  silently  would  ope  to  life, 
And  quietly  would  die. 


I  wish  I  were  a  gold-fish, 

To  seek  the  sunny  wave, 
To  part  the  gentle  ripple, 

And  'mid  its  coolness  lave. 
I'd  glide  through  day  delighted, 

Beneath  the  azure  sky  ; 
And  when  night  came  on  in  softness, 

Seek  the  star-light's  milder  eye. 

Hush,  hush,  romantic  prattlers  ; 

You  know  not  what  you  say, 
When  soul,  the  crown  of  mortals, 

You  would  lightly  throw  away. 
What  is  the  songster's  warble, 

And  the  flow'ret's  blush  refined, 
To  the  noble  thoughts  of  Deity, 

Within  your  opening  mind  ? 

Mrs,    Gilman. 


Questions. — What  "was  Eliza's  wish?  What  \vas  Caroline's? 
What  was  Louisa's?  What  did  Eliza  say  that  she  would  do  if  she 
were  a  bird  ?  What  did  Caroline  say  ?  What  did  Louisa  say  ? 
Have  birds  or  flowers  any  soul  ?  What  should  we  lose,  if  we  "were 
changed  into  birds  or  flowers  ?  Why  "were  these  wishes  foolish  ? 
What  part  of  \aan  is  most  worthy  of  his  care  ? 

For  answers  to  the  following  and  similar  questions,  see  McGttffey's 
Newly  Revised  Eclectic  Spelling-book,  at  the  pages  referred  to. 

Is  the  sound  of  a  in  azure  long  or  short  ?  (pages  12,  93.)  What 
letters  are  silent  in  night  ?  (page  132.)  What  is  the  affix  in  lightly  ? 
(page  107.) 

The  Teacher  will  find  it  profitable  to  examine  the  pupils  upon  the 
spelling  of  all  the  difficult  or  unusual  words  in  the  lesson.  As  they  are 
found  here  in  all  their  various  inflections,  this  will  form  an  exercise  different 
from  any  in  spelling-books,  and  one  of  great  benefit,  as  an  auxiliary  in 
teaching  spelling. 


9 


-® 


•& 


42 


MCGUFFEY  S   THIRD   READER 


LESSON    IX. 


l, 


Ex'-col-lent,  very  good. 
Knowl'-edge,  learning,  skill. 
Bust'-ling,  being  active. 
Sub'-ject,  the  thing  treated  of. 
Meek'-ly,  mildly,  quiwtly,  gently. 
Bur'-dens,  loads.  [ders. 

Ro-straint',  any  thing  which  hin- 
*  Un-re-strain'ed,     without     any 
thing  to  hinder. 


Con-duct'-ed,  led,  guided. 

Trench'-es,  ditches. 

Fer'-tile,  producing    much    fruit, 

rich. 
Prod'-uce,  that  which  is  yielded 

or  produced. 

*  Steer'-ed,  guided,  directed. 
Hoists,  raises. 

*  Ap-pli'ed,  directed,  made  use  of. 


*  In  participles  or  verbs  of  tbii  kind,  the  last  tiro  syllables  sbould  generally  be  pronounced  as  one. 


KNOWLEDGE    IS    POWER. 

R  e  m  a  E  k  .  —  This  is  a  dialogue,  and  should  be  read  as  such. 

TJ  t  t  e  a  each  sound  distinctly.  —  Ex-cel-lent,  not  ex-slent :  old,  not 
ole :  sub-jects,  not  sub-jec's:  bless-ing,  not  bless-in:  curse,  not  cus : 
bear-ing,  not  bear-in  :  busts,  not  buss  :  fields,  not  Jiels.  See  Exercise 
IV,  pages  16  to  20. 

1.  "  What  an  excellent  thing  is  knowledge,"  said  a  sharp- 
looking,  bustling  little  man,  to  one  who  was  much  older  than 
himself.  "  Knowledge  is  an  excellent  thing,"  repeated  he. 
"  My  boys  know  more  at  six  and  seven  years  old,  than  I  did 
at  twelve.  They  can  read  all  sorts  of  books,  and  talk  on  all 
sorts  of  subjects.  The  world  is  a  great  deal  wiser  than  it 
used  to  be.  Every  body  knows  something  of  every  thing 
now.  Do  you  not  think,  sir,  that  knowledge  is  an  excellent 
thing?" 

2.  "  Why,  sir,"  replied  the  old  man,  looking  gravely,  "  that 
depends  entirely  upon  the  use  to  which  it  is  applied.  It  may 
be  a  blessing  or  a  curse.  Knowledge  is  only  an  increase  of 
power,  and  power  may  be  a  bad  as  well  as  a  good  thing." 
"  That  is  what  I  can  not  understand,"  said  the  busding  little 
man.     "  How  can  power  be  a  bad  thing?  " 

3.  "  I  will  tell  you,"  meekly  replied  the  old  man ;  and  thus 
he  went  on  :  "  When  the  power  of  a  horse  is  under  restraint, 
the  animal  is  useful  in  bearing  burdens,  drawing  loads,  and 
carrying  his  master ;  but  when  that  power  is  unrestrained,  the 


©- 


~© 


<.*- 


•ft 


OF   THE   ECLECTIC   SERIES. 


43 


Questions.  —  What  is  the  subject  of  this  lesson  ?  "When  i* 
knowledge  useful  ?  When  is  it  injurious  ?  May  it  always  be  mad*" 
useful  ?  What  marks  and  note  are  those  used  in  the  last  sentence  " 
In  the  first  sentence,  "what  word  can  you  substitute  for  "  excellent  ?  " 


ARTICULATION. 


In  articulating  separately  the  sounds  which  form  a  syllable,  the  tiler* 
letters  must  be  omitted,  as  e  in  crave,  clime,  etc.;  a  in  crease,  etc. 


Kr.         Creed,  crave, 

i  » 

Kl.         Clime,  clove, 

Tickl',  field', 

Kw.(qu)Queen,  quite, 


crane,  cruel, 

3 

class,  cloud, 

2  2 

speckl',  unci', 

i  i 

quote,  queer, 


acrid,  crease. 

i  i 

include,  decline. 

i  i 

cycl',  icier. 

3.  2 

quiver,  liquid. 


TnE  Teacher  will  find  the  Exercises  on  Articulation  of  great  value, 
not  only  in  giving  the  habit  of  clear  and  correct  utterance,  but  also  in 
developing  the  organs  of  epeech.  They  are  placed  beticeen  the  lessons,  so 
that  they  can  be  practiced  before  or  after  reading,  or  independently,  as 
the  teacher  may  prefer. 


horse  breaks  his  bridle,  dashes  to  pieces  the  carriage  that  he 
draws,  or  throws  his  rider."  "  I  see  !  I  see  !  "  said  the  little 
man. 

4.  "  When  the  water  of  a  large  pond  is  properly  conducted 
by  trenches,  it  renders  the  fields  around  fertile ;  but  when  it 
bursts  through  its  banks,  it  sweeps  every  thing  before  it,  and  1 
destroys  the  produce  of  the  fields.     "  I  see  !  I  see  !  "  said  the 
little  man,  "  I  see  !  " 

6.  "  When  the  ship  is  steered  aright,  the  sail  that  she  hoists 
enables  her  sooner  to  get  into  port ;  but  if  steered  wrong,  the 
more  sail  she  carries,  the  further  will  she  go  out  of  her 
course."  "I  see!  I  see ! "  said  the  little  man,  "I  see 
clearly ! " 

7.  "  Well,  then,"  continued  the  old  man,  "  If  you  see  these 
things  so  clearly,  I  hope  you  can  see,  too,  that  knowledge,  to 
be  a  good  thing,  must  be  rightly  applied.  God's  grace  in  the 
heart  will  render  the  knowledge  of  the  head  a  blessing ;  but 
without  this,  it  may  prove  to  us  no  better  than  a  curse."  "I 
see  !  I  see  !  I  see  !  "  said  the  little  man,  "  I  see  !  " 

Anonymous. 


o 


■Q 


44 


McGUFFEY  S   THIRD   READER 


LESSON    X. 


In-struc'-tion,  information,  teaching. 
Ex-am'-ine,  to  look  at  closely. 
Knob,  bunch.  [larger. 

Mag'-ni-fy-ing,    making    to    appear 
En-chant'-ment,  the  use  of  spells,  or 
charms,  or  magic  arts. 


Con-sid'-er,  to  think  on  with  care. 
Rem'-e-dy,   that  which   removes  an 

evil. 
Con-vey'-ed,  carried. 
String'-y,  full  of  strings. 
De-spi'-scd,  treated  with  contempt. 


THE    NETTLE. 

Remark.  —  To  read  dialogue  well,  the  reader  must  fully  under- 
stand the  subject,  and  imagine  himself  in  the  situations  of  the 
several  speakers. 

Utter  each  sound  correctly.  A-gain,  (pro.  a-gen  )  not  a-gin: 
hol-low,  not  kol-ler:  point,  not  pint:  young  ones,  not  young-uns: 
nat-ure,  not  na-ter,  nor  na-tshure:  lit-tle,  not  lee-tle. 

Anna.  Oh,  papa !  I  have  stung  my  hand  with   that  nettle. 

Father.  Well,  my  dear,  I  am  sorry  for  it ;  but  pull  up  that 
large  dock-leaf  you  see  near  it;  now  bruise  the  juice  out  of  it 
on  the  part  which  is  stung.     Well,  is  the  pain  lessened  ? 

A.  Oh,  very  much  indeed,  I  hardly  feel  it  now.  But  I 
wish  there  was  not  a  nettle  in  the  world.  I  am  sure  I  do  not 
know  what  use  there  can  be  in  them. 

F.  If  you  knew  any  thing  of  botany,  Nanny,  you  would 
not  say  so. 

A.   What  is  botany,  papa  ? 

F.  Botany,  my  dear,  is  the  knowledge  of  plants. 

A.  Some  plants  are  very  beautiful.  If  the  lily  were 
growing  in  our  fields,  I  should  not  complain.  But  this  ugly 
nettle !  I  do  not  know  what  beauty  or  use  there  can  be  in 
that. 

F.  And  yet,  Nanny,  there  is  more  beauty,  use,  and  in- 
struction in  a  nettle,  than  even  in  a  lily. 

A.  Oh,  papa,  how  can  you  make  that  out  ? 

F.  Put  on  your  gloves,  pluck  up  that  nettle,  and  let  us 
examine  it.     First,  look  at  the  flower. 

A.  The  flower,  papa?  I  see  no  flower,  unless  those  little, 
ragged  knobs  are  flowers,  which  have  neither  color  nor  smell, 
and  are  not  much  larger  than  the  heads  of  pins. 


O 


OF   THE   ECLECTIC    SERIES.  45  I 

F.  Here,  take  this  magnifying  glass  and  examine  them. 

A.  O,  I  see  now ;  every  little  knob  is  folded  up  in 
leaves,  like  a  rose-bud.     Perhaps  there  is  a  flower  inside. 

F.  Try  ;  take  this  pin  and  touch  the  knob.  Well,  what 
do  you  see  1 

<A.  Oh,  how  curious  ! 

F.  What  is  curious  1 

A.  The  moment  I  touched  it,  it  flew  open ;  a  little  cloud 
rose  out  like  enchantment,  and  four  beautiful  little  stems 
spring  up  as  if  they  were  alive ;  and  now,  that  I  look  again 
with  the  glass,  I  see  an  elegant  little  flower,  as  nice  and  per- 
fect as  a  lily  itself. 

F.  Well,  now  examine  the  leaves. 

A.  Oh,  I  see  they  are  all  covered  over  with  little  bristles ; 
and  when  I  examine  them  with  the  glass,  I  see  a  little  bag, 
filled  with  a  juice,  like  water,  at  the  bottom  of  each.  Ha ! 
these  are  the  things  which  stung  me. 

F.     Now  touch  the  little  bag  with  the  point  of  the  pin. 

A.  When  I  press  the  bag,  the  juice  runs  up  and  comes 
out  at  the  small  point  at  the  top ;  so  I  suppose  the  little 
thorn  must  be  hollow  inside,  though  it  is  finer  than  the 
point  of  my  cambric  needle. 

F.  Have  all  the  leaves  those  stings  ? 

A.  No,  papa ;  some  of  the  young  ones  are  quite  green  and 
soft,  like  velvet,  and  I  may  handle  them  without  any  danger. 

F.  Now  look  at  the  stem,  and  break  it. 

A.  I  can  easily  crack  it,  but  I  can  not  break  it  asunder,  for 
the  bark  is  so  strong,  that  it  holds  it  together. 

F.  Well,  now  you  see  there  are  more  curious  things  in  the 
nettle  than  you  expected. 

A.  Yes,  indeed,  I  see  that.  But  you  have  often  told  me 
that  God  makes  nothing  without  its  use ;  and  I  am  sure  I 
can  not  see  any  use  in  all  these  things. 

F.  That  we  will  now  consider.  You  saw  the  little  flower 
burst  open,  and  a  cloud  rose,  you  say,  like  enchantment. 
Now  all  this  is  necessary  for  the  nature  of  the  plant.  There 
are  many  thousand  plants  in  the  world,  and  it  has  pleased 
God,  in  his  wisdom,  to  make  them  all  different.  Now  look 
at  this  other  nettle,  which  grew  on  the  opposite  side  of  the 
road ;  you  see,  that  it  is  not  exactly  like  the  one  you  have 
just  examined. 

A.  No,  papa ;  this  has  little  flat  seeds  instead  of  flowers. 

F.  Very  right,  my  dear.  Now  in  order  to  make  those 
seeds  grow,  it  is  necessary  that  the  little  flower  of  this  plant 
— _ @ 


9 : 

46  M^'GUFFEY'S   THIRD   HEADER 

and  the  seed  of  that  should  be  together,  as  they  are  in  most 
others.  But  plants  can  not  walk,  like  animals.  The  Avisdom 
of  God,  therefore,  has  provided  a  remedy  for  this.  When 
the  litde  flower  bursts  open,  it  throws  out  a  fine  powder, 
which  you  saw  rise  like  a  cloud ;  this  is  conveyed  by  the  air 
t©  the  other  plant,  and  when  it  falls  upon  the  seed  of  that 
plant,  it  gives  it  power  to  grow,  and  makes  it  a  perfect  seed, 
which,  in  its  turn,  when  it  falls  to  the  ground,  will  produce  a 
new  plant.  Were  it  not  for  this  fine  powder,  that  seed  would 
never  be  perfect,  or  complete. 

A.  That  is  very  curious,  indeed ;  and  I  see  the  use  of  the 
little  cloud  and  the  flower ;  but  the  leaf  that  stung  me ;  of 
what  use  can  that  be  ?  There,  dear  papa,  I  am  afraid  I 
puzzle  you  to  tell  me  that. 

F.  Even  these  stings  are  made  useful  to  man.  The  poor 
people  in  some  countries,  use  them  instead  of  blisters,  when 
they  are  sick.  Those  leaves  which  do  not  sting,  are  used  by 
some  for  food,  and  from  the  stalk  others  get  a  stringy  bark, 
which  answers  the  purpose  of  flax.  Thus  you  see,  that  even 
the  despised  nettle  is  not  made  in  vain ;  and  this  may  teach 
you,  that  we  only  need  to  understand  the  works  of  God,  to 
see  that,  "  in  goodness  and  wisdom  he  has  made  them  all." 

Dr.    Walsh. 


Questions.  —  What  is  botany  ?  Of  what  use  is  the  nettle  ?  Is 
there  probably  any  tiling  in  existence  which  is  useless  ?  Do  we 
know  the  uses  of  all  plants  or  animals  ?  Should  we  therefore  con- 
clude that  there  are  any  that  are  useless  ?    Why  not  ? 


LESSON   XI. 


1.  In-hab'-it-ed,  occupied  as  a  home. 
Im-mense',  very  large. 
Cav'-al-ry,    a    body    of    military 

troops  on  horses. 

2.  Im-pet-u-os'-i-ty,  fury,  violence. 

5.  Dex'-trous-ly,  skillfully. 

6.  Re-du'-ced,  brought  into. 
O-rig'-in-al-ly,  at  first. 

S.  Quai'-i-ties,  character,  traits. 


Sym'-me-try,  a  proper  proportion 
of  the  several  parts. 

11.  Des'-per-ate,    without    care     of 

safety. 

De-liv'-er-ance,  release  from  dan- 
ger. 

Break'-ers,  waves  which  dash 
upon  rocks. 

12.  Gal'-lant,  brave,  heroic. 


©_ o 


<s 1 , 

OF   THE    ECLECTIC   SERIES.  47 

THE     HORSE. 

Remark.  —  Words  included  in  a  parenthesis,  should  be  read  in 
a  lower  tone  of  voice  than  the  rest  of  the  sentence. 

Give  each  letter  its  full  and  correct  sound.  An-i-mals,  not 
an'mals:  sev-er-al,  not  sev'ral:  reg-u-lar-i-ty,  not  reg'lar-i-ty:  cav-al- 
ry,  not  cav'l-ry:  sur-pass'd,  not  s'pass'd:  dan-ger-ous,  not  dan-g'rous: 
trav-el-ers,  not  trailers:  op-po-site,  not  op'site:  es-ca-ping,  not  'sea- 
pin:  in-hab-i-tants,  not  in-hab'tants:  o-rig-in-al-ly,  not  o-rig'n'ly.  See 
j  Exercises  on  i,  e,  u,  &c,  on  pages  16  to  20. 

Uncle  Tliomas.  Well,  boys,  I  am  glad  to  see  you  again. 
Since  I  last  saw  you,  I  have  made  an  extensive  tour,  and  at 
some  future  time,  will  describe  to  you  what  I  have  seen.  I 
promised  at  this  meeting,  however,  to  tell  you  something 
about  animals,  and  I  propose  to  begin  with  the  Horse.  But 
I  know  you  like  stories  better  than  lecturing,  so  I  will  pro- 
ceed at  once  to  tell  you  some  which  I  have  gathered  for  you. 

Frank.  We  never  feel  tired  of  listening  to  you,  Uncle 
Thomas ;  we  know  you  always  have  something  curious  to 
tell  us. 

Uncle  Tlwmas.  Well,  then,  Frank,  to  begin  at  once  with 
the  Horse. 

1.  In  several  parts  of  the  world  there  are  to  be  found  large 
herds  of  wild  horses.  In  South  America,  in  particular,  the 
immense  plains  are  inhabited  by  them,  and,  it  is  said,  that  ten 
thousand  are  sometimes  found  in  a  single  herd.  These  herds 
are  always  preceded  by  a  leader,  who  directs  their  motions ; 
and  such  is  the  regularity  with  which  they  perform  their 
movements,  that  it  seems  as  if  they  could  hardly  be  surpassed 
by  the  best  trained  cavalry. 

2.  It  is  extremely  dangerous  for  travelers  to  meet  a  herd  of 
this  description.  When  they  are  unaccustomed  to  the  sight 
of  such  a  mass  of  creatures,  they  can  not  help  feeling  greatly 
alarmed  at  their  rapid  and  apparently  irresistible  approach. 
The  trampling  of  the  animals  sounds  like  the  loudest  thunder  ; 
and  such  is  the  rapidity  and  impetuosity  of  their  advance,  that 
it  seems  to  threaten  instant  destruction. 

3.  Suddenly,  however,  they  sometimes  stop  short,  utter  a 
loud  and  piercing  neigh,  and,  with  a  rapid  wheel,  take  an 
opposite  course,  and  altogether  disappear.  On  such  occasions 
it  requires  great  care  in  the  traveler  to  prevent  his  horses  from 
breaking  loose  and  escaping  with  the  wild  herd. 

© <& 


©■ 


-0 


48 


mcquffey's  third  reader 


4.  In  those  countries  where  wild  horses  are  so  plentiful,  the 
inhabitants  do  not  take  the  trouble  to  raise  them,  but  whenever 
they  want  one,  they  mount  upon  an  animal  accustomed  to  the 
sport,  and  gallop  over  the  plain  toward  a  herd,  which  is  readily 
found  at  no  great  distance. 


Ufl 


m 


5.  The  rider  gradually  approaches  some  stragglers  from  the 
main  body,  and,  having  selected  the  one  he  wishes,  he  dex- 
trously  throws  the  lasso,  (which  is  a  long  rope  with  a  running 
noose,  and  which  is  firmly  fixed  to  his  saddle,)  in  such  a 
manner  as  to  entangle  the  animal's  hind  legs ;  and  with  a 
sudden  turn  of  his  horse,  he  pulls  it  over  on  its  side. 

6.  In  an  instant,  he  jumps  off  his  horse,  wraps  his  cloak 
round  the  head  of  the  captive,  forces  a  bit  into  his  mouth,  and 
straps  a  saddle  on  his  back.  He  then  removes  the  cloak,  and 
the  animal  starts  on  his  feet.  With  equal  quickness  the  hunter 
leaps  into  his  saddle ;  and,  in  spite  of  the  kicking  of  the  cap- 
tive, keeps  his  seat,  till,  being  wearied  out  with  his  efforts,  the 
horse  submits  to  the  guidance  of  his  new  master,  and  is 
reduced  to  complete  obedience. 


»- 


<&■ 


OF   THE   ECLECTIC    SERIES.  49 

Frank.  But,  Uncle  Thomas,  are  all  horses  originally  wild  ? 
I  have  heard  that  Arabia  is  famous  for  raising  horses. 

7.  Uncle  Thomas.  Arabia  has,  for  a  long  time,  been  noted 
for  the  beauty  and  speed  of  its  horses.  It  is  not  strange,  how- 
ever, that  the  Arabian  horse  should  be  the  most  excellent, 
when  we  consider  the  care  and  kindness  with  which  it  is 
treated.  One  of  the  best  stories  which  I  have  ever  heard  of 
the  love  of  an  Arabian  for  his  steed,  is  that  related  of  an 
Arab,  from  whom  an  English  officer  wished  to  purchase  his 
horse. 

8.  The  animal  was  a  bright  bay  mare,  of  fine  form  and 
great  beauty ;  and  the  owner,  proud  of  her  appearance  and 
qualities,  paraded  her  before  the  Englishman's  tent,  until  she 
attracted  his  attention.  On  being  asked  if  he  would  sell  her, 
"  What  will  you  give  me  ?  "  was  the  reply.  "  That  depends 
upon  her  age  ;  I  suppose  she  is  past  five  ?  "  "  Guess  again," 
said  he.  "Four?"  "Look  at  her  mouth,"  said  the  Arab, 
with  a  smile.  On  examination  she  was  found  to  be  about 
three.  This,  from  her  size  and  symmetry,  greatly  increased 
her  value. 

9.  The  gentleman  said,  "I  will  give  you  fifty  tomans," 
(nearly  two  hundred  and  fifty  dollars).  "  A  little  more,  if  you 
please,"  said  the  fellow,  somewhat  entertained.  "  Eighty — 
a  hundred."  He  shook  his  head  and  smiled.  The  officer 
at  last  came  to  two  hundred  tomans,  (nearly  one  thousand 
dollars).  "  Well,  said  the  Arab,  you  need  not  tempt  me  fur- 
ther. You  are  a  rich  nobleman,  and,  I  am  told,  have  loads 
of  silver  and  gold.  Now,"  added  he,  "  you  want  my  mare, 
but  you  shall  not  have  her  for  all  you  have  got."  He  put 
spurs  to  his  horse,  and  was  soon  out  of  the  reach  of  tempt- 
ation. 

10.  The  horse  can  swim,  when  necessary,  as  well  as  most 
other  animals,  although  he  is  not  particularly  fond  of  the 
water.  Some  years  ago,  a  vessel  was  driven  upon  the  rocks, 
on  the  coast  of  the  Cape  of  Good  Hope,  and  most  of  the 
crew  fell  an  immediate  sacrifice  to  the  waves.  Those  who 
were  left,  were  seen  from  the  shore,  clinging  to  the  different 
pieces  of  the  wreck.  The  sea  ran  so  high,  that  no  boat 
could  venture  off  to  their  assistance. 

11.  Meanwhile,  a  planter  had  come  from  his  farm,  to  be  a 
spectator  of  the   shipwreck.     His   heart  was  melted   at  the  I 
sight  of  the  unhappy  seamen,  and  knowing  the  bold  spirit  of  j 
his  horse,  and  his  excellence  as  a  swimmer,  he  determined  to  ] 


@- 


50 


McGUFFEY  S   THIRD   READER 


make  a  desperate  effort  for  their  deliverance.  Having  blown 
a  little  brandy  into  his  horse's  nostrils,  he  pushed  into  the 
midst  of  the  breakers.  At  first,  they  both  disappeared,  but 
it  was  not  long  before  they  floated  to  the  surface,  and  swam 
up  to  the  wreck ;  when,  taking  two  men  with  him,  each  of 
whom  held  on  by  one  of  his  boots,  he  brought  them  safe  to 
shore. 

12.  This  was  repeated  no  less  than  seven  times,  and  he 
saved  fourteen  lives ;  but  on  his  return  the  eighth  time,  being 
much  fatigued,  and  meeting  a  tremendous  wave,  he  lost  his 
balance,  and  sunk  in  a  moment.  His  horse  swam  safely  to 
land,  but  its  gallant  rider  sunk  to  rise  no  more. 

Bingley. 


Questions. — Where  are  wild  horses  found?  In  what  manner 
do  they  perform  their  movements  ?  How  are  they  taken  ?  For  what 
purpose  are  they  taken  ?  In  what  country  are  the  finest  horses 
raised  ?  Why  are  the  horses  so  excellent  there  ?  Are  not  animals 
always  made  better  by  kind  treatment?  Why  wc  aid  not  the  Arab 
sell  his  horse  ?  Relate  the  anecdote  of  the  planter  and  the  ship- 
wrecked seamen. 


ARTICULATION. 


Ld. 

Old, 

cold, 

gold, 

child, 

held, 

gild. 

Lt. 

Shalt, 

belt, 

4 

salt, 

i 
colt, 

i 

jolt, 

bolt. 

Lz. 

Muls, 

hills, 

rills, 

2 

wills, 

2 

pills, 

bills. 

LESSON  XII. 


1.  Pris'-on-ed,  confined,  kept  in. 
Vent'-ure,  dare. 

"Vale,  a  valley.  [country. 

2.  Moor,   a    marshy,   wild    tract  of 
Vail,  a  covering  to  conceal. 
Plow -er-et,  a  little  flower. 


3.  Di  vine',  heavenly. 

Re-lig'-ion,  belief  about  God  and 

our  duty  to  hirn. 
Gold'-en,  like    gold,  or  made  of 

gold. 
Re-flect'-ed,thrown  back,returned. 


©- 


-® 


OF   THE   ECLECTIC   SERIES.  51 


CHRISTIAN    LIGHT    AND    HOPE. 

Eemaek.  —  In  reading  poetry,  it  is  particularly  important  to 
observe  the  proper  pauses.  In  this  way,  a  sing-song  style  will  be 
avoided. 

Give  each  letter  and  syllable  its  correct  sound.  Nar-row,  not 
nar-rer:  be-yond,  not  be-yend:  vent-ure,  not  ven-ter,  nor  ven-choor. 
See  Exercises  on  0  and  U,  page  17. 

1.  If  all  our  hopes  and  all  our  fears 

Were  prisoned  in  life's  narrow  bound  ; 
If,  travelers  through  this  vale  of  tears, 

We  saw  no  better  world  beyond ; 
Oh,  what  could  check  the  rising  sigh  ? 

What  earthly  thing  could  pleasure  give  ? 
Oh,  who  would  venture  then  to  die  ? 

Oh,  who  could  then  endure  to  live  ? 

2.  Were  life  a  dark  and  desert  moor, 

Where  mists  and  clouds  eternal  spread 
Their  gloomy  vail  behind,  before, 

And  tempests  thunder  over  head ; 
Where  not  a  sunbeam  breaks  the  gloom, 

And  not  a  floweret  smiles  beneath  ; 
Who  could  exist  in  such  a  tomb  ? 

Who  dwell  in  darkness  and  in  death  ? 


And  such  were  life,  without  the  ray 

From  our  divine  religion  given ; 
'T  is  this  that  makes  our  darkness  day  ; 

'T  is  this  that  makes  our  earth  a  heaven. 
Bright  is  the  golden  sun  above, 

And  beautiful  the  flowers  that  bloom, 
And  all  is  joy,  and  all  is  love, 

Reflected  from  a  world  to  come. 

Bo  WRING. 


-<r> 


Questions.  —  What  is  the  source  of  the  greatest  happiness  we 
can  possibly  enjoy  1  What,  then,  is  the  duty  and  interest  of  every 
one  ?  What  point  is  that  at  the  end  of  the  second  line  ?  What 
word  can  you  substitute  for  "  floweret  ? " 

What  nouns  are  there  in  the  first  line  ?    In  the  second  line  ?    In  I 
the  third  line  ?    What   is  a  noun  ?    What  adjective  in  the  second 
line  ?      What  is    an    adjective  1      See   Pinneo's    Primary   Grammar. 

& ■ a> 


52 


-® 


MOGUFFEY  S    THIRD   READER 


LESSON    XIII. 


1.  Per'-sian,  a  native  of  Persia. 

u  .Dis-tinc'-tion,  high  rank  or  char- 
acter, [any  place. 

2.  Sum'-mons,    a   call   to   appear  at 
In-trust'-ing,  putting  in  the  care 

of  any  one. 
4.  Court,  a  king's  palace. 

Im-ag'-in-ed,  thought,  supposed. 
Re-flec'-tion,  attentive  thought  or 

consideration. 


5.  Lam-ent-a'-tions,  cries  of  sorrow. 

6.  Pre-cip-i-ta'-tion,     imprudent 

haste. 

7.  Court'-iers,  those  who  attend  the 

courts  of  kings. 
9.  Pin'-ions,  wings. 

Re-plen'-ish-ed,  filled. 
10.  Nap'-kin,  a  towel. 

Budg'-et,  a  bag,  a  bundle. 
12.  Rank'-led,  was  inflamed. 


EFFECTS    OF    RASHNESS. 

Articulate    each  sound    and  pronounce  each  word  correctly. 

Scarce-ly,  not  scurce-hj:  to -ward,  not  to-ward  :  dan-ger,  not  dan-ger: 
in-qui'-ry,  not  in'-qui-ry:  fol-low'd,  not  fol-ler'd:  ad-vent-ure,  not  ad- 
ven-ter,  nor  ad-ven-tshure. 

Do  not  pronounce  a,  as  u  in  such  words  as  the  following :  infant, 
(not  infant),  husband,  appearance,  (not  uppearunce),  animal,  instantly, 
instance,  repentance,  precipitance,  &c.     See  Exercise  on  A,  page  16. 

1.  A  certain  Persian  of  distinction,  had,  for  years,  been 
extremely  anxious  that  he  might  have  a  son,  to  inherit  his 
estate.  His  wishes  were  at  length  gratified.  A  son  was 
born,  and  the  fond  father  was  so  anxious  for  the  health  and 
safety  of  the  little  stranger,  that  he  would  scarcely  suffer  it  to 
be  taken  out  of  his  sight,  and  was  never  so  much  delighted, 
as  when  he  was  employed  in  holding  it. 

2.  One  day,  his  wife,  on  going  to  the  bath,  committed  the 
infant  to  her  husband's  care,  earnestly  entreating  him  not  to 
quit  the  cradle,  until  she  came  back.  Scarcely,  however,  had 
she  quitted  the  house,  when  the  king  sent  for  her  husband. 
To  refuse,  or  to  delay  obeying  the  royal  summons,  was  im- 
possible ;  he,  therefore,  went  immediately  to  the  palace,  in- 
trusting the  child  to  the  care  of  a  favorite  dog,  which  had 
been  bred  in  the  family. 

3.  No  sooner  was  the  father  out  of  sight,  than  a  large 
snake  made  its  appearance,  and  was  crawling  toward  the 
cradle.  When  the  dog  saw  the  child's  life  in  danger,  he 
instantly  seized  the  snake  by  the  back  of  the  head,  and  de- 
stroyed it. 


&- 


-© 


© 

OF   THE   ECLECTIC   SERIES.  53 

4.  Soon  after,  the  father  returned  from  court,  and  the  dog, 
as  if  conscious  of  the  service  he  had  performed,  ran  out  to 
meet  him.  The  man  saw  the  dog  stained  with  blood,  and 
imagined  that  he  had  killed  the  child.  Without  making  any 
further  reflection  or  inquiry,  he  struck  the  faithful  little  animal 
such  a  blow  with  his  stick,  that  he  instantly  expired. 

5.  When  the  father  came  into  the  house,  and  saw  the  child 
safe,  and  the  snake  lying  dead  by  the  side  of  the  cradle,  he 
smote  his  breast  with  grief,  accusing  himself  of  rashness  and 
ingratitude  toward  the  dog.  While  he  was  uttering  these 
woeful  lamentations,  his  wife  came  in,  who,  having  learned 
the  cause  of  his  distress,  blamed  him  severely  for  his  want  of 
reflection.  He  confessed  his  indiscretion,  but  begged  her  not 
to  add  reproaches  to  his  distress,  as  reproof  could  now  avail 
nothing. 

6.  "  True,"  said  she,  "advice  can  be  of  no  service  in  the 
present  instance  ;  but  I  wish  to  rouse  your  mind  to  reflec- 
tion, that  you  may  reap  instruction  from  your  misfortunes. 
Shame  and  repentance  are  the  sure  consequences  of  precipi- 
tation and  want  of  reflection." 

7.  The  king  of  Persia  once  had  a  favorite  hawk.  Being 
one  day  on  a  hunting  party,  with  his  hawk  on  his  hand,  a 
deer  started  up  before  him.  He  let  the  hawk  fly,  and  fol- 
lowed the  deer  with  great  eagerness,  till,  at  length,  it  was 
taken.     The  courtiers  were  all  left  behind  in  the  chase. 

8.  The  king,  being  thirsty,  rode  about  in  search  of  water. 
Reaching  at  length  the  foot  of  a  mountain,  he  discovered  a 
little  water  trickling  in  drops  from  the  rock.  He  accordingly 
took  a  little  cup  out  of  his  quiver,  and  held  it  to  catch  the 
water. 

9.  Just  when  the  cup  was  filled,  and  the  king  was  going  to 
drink,  the  hawk,  which  had  followed  his  master,  alighted, 
shook  his  pinions,  and  overset  the  cup.  The  king  was  vexed 
at  the  accident,  and  again  applied  the  vessel  to  the  hole  in  the 
rock.  When  the  cup  was  replenished,  and  he  was  lifting  it 
to  his  mouth,  the  hawk  clapped  his  wings,  and  again  threw 
it  down ;  at  this  the  king  was  so  enraged,  that  he  flung  the 
bird  with  such  force  against  the  ground,  that  it  immediately 
expired. 

10.  At  this  time  one  of  the  king's  officers  came  up.  He 
took  a  napkin  out  of  his  budget,  wiped  the  cup,  and  was 
going  to  give  the  king  some  water  to  drink.     The  king  said, 

© . _ — & 


9 Q 

54  McGUFFEi's   THIRD   READER 

he  had  a  great  inclination  to  taste  the  pure  water,  that  dis- 
tilled through  the  rock ;  but,  not  having  patience  to  wait 
for  its  being  collected  in  drops,  he  ordered  the  officer  to  go 
to  the  top  of  the  mountain,  and  fill  the  cup  at  the  fountain- 
head. 

11.  The  officer  having  reached  the  top  of  the  mountain, 
saw  a  large  serpent  lying  dead  at  the  spring,  and  perceived 
that  the  poisonous  foam  of  the  reptile  had  mixed  with  the 
water,  which  fell  in  drops  through  the  rock.  He  descended, 
related  the  fact  to  the  king,  and  presented  him  with  a  cup  of 
cold  water  out  of  his  flagon. 

12.  When  the  king  lifted  the  cup  to  his  lips,  the  tears 
gushed  from  his  eyes.  He  then  related  to  the  officer  the 
adventure  of  the  hawk,  and  made  many  reflections  upon  the 
destructive  consequences  of  precipitancy  and  thoughtlessness ; 
and  during  his  whole  life,  his  breast  rankled  with  sorrow  and 
regret,  that  he  had  been  guilty  of  such  rashness. 

Anonymous. 


Questions.  —  "What  is  the  subject  of  this  lesson?  Why  and 
with  what  did  the  Persian  leave  his  babe  ?  What  happened  on  his 
return  ?  How  did  the  Persian  feel  after  learning  that  the  dog  had 
saved  the  life  of  his  child  ?  Of  what  fault  was  he  guilty  in  killing 
the  dog  without  examining  the  subject  ?  What  instruction  does  this 
lesson  convey  ?  Where  is  Persia  ?  Point  out  all  the  stops  in  the 
first  paragraph. 

In  the  first  sentence  of  the  lesson,  which  are  the  verbs  ?  In  what 
mode  is  each  verb  ?  In  what  tense  ?  What  is  the  nominative  to 
had  been  ? 

JESS"  Tho  grammatical  questions  in  this  book  are  adapted  to  Pinneo's 
Primary  Grammar. 

TO    TEACHERS. 

Patient  and  careful  studij  is  as  necessary  to  secure  excellence  in 
Reading  as  in  Grammar,  Geography,  or  any  other  branch.  No  im- 
provement can  be  expected,  without  close  attention  to  the  meaning 
of  words,  to  their  correct  and  distinct  articulation,  to  pauses,  to  em- 
phasis, and  to  the  general  spirit  of  the  piece,  and  these  points  attained, 
will  go  far  toward  making  a  correct,  easy,  and  impressive  reader. 

a © 


-© 


OF   THE   ECLECTIC    SERIES. 


55 


ARTICULATION. 

1115  5  5 

Md.  Seem'd,  deem'd,     teem'd,  doom'd,  blooin'd,  boom'd. 

11  15  5  5 

Mz.  Seems,     deems,      teems,     dooms,  blooms,  booms. 

2  2  2  2  1  1 

Nd.  Band,       hand,        land,       sand,  find,  mind. 

2  2  2  2  2  2 

Nz.  Bans,       pens,         hens,       runs,  puns,  stuns. 


LESSON   XIY. 


1.  Con'-se-quence,  importance,  influ- 

ence. 
Dis-grace'-ful,  shameful.  [der. 

2.  A-cad'-e-my,  a  school  of  high  or- 
Col'-lego,  a  seminary  of  learning 

of  the  highest  order. 
Pre-cep'-tor,  a  teacher. 

3.  Prep-a-ra'-tion,  a  making  ready. 

4.  In'-do-lent,  lazy. 

5.  Vig'-or-ous,  strong,  active. 


6.  A-lac'-ri-ty,cheerfulness,  spright- 
liness.  [lege. 

8.  Pro-fess'-or,  a  teacher  in  a  col- 

9.  Lu'-di-crous,    adapted    to    raise 

laughter. 
Ap-plaus'-es,  praises. 
Dis'-si-pa-ted,  given  up  to  vicious 

habits. 
10.  Im-prove'-ment,  increase  of 

knowledge. 


THE  CONSEQUENCES  OP  IDLENESS. 

Remark  . —  You  will  derive  interest  and  instruction  from  reflecting 
much  upon  what  you  have  read,  and  making  it,  as  opportunity  offers, 
the  subject  of  conversation. 

Articulate  carefully  all  the  consonants  in  such  words  as  the 
following :  disgraceful,  perception,  preparation,  recollection,  fresh,  blun- 
ders, professor,  trembling,  ludicrous,  improvement,  effects,  expecting,  per- 
sons, prepare,  diligently,  present,  proper,  alacrity,  frightened,  neglected, 
suspend,  reward,  industry.     See  Exercise  III,  pages  11  to  15. 

1.  Many  young  persons  seem  to  think  it  of  not  much 
consequence  if  they  do  not  improve  their  time  well  in  youth, 
vainly  expecting  that  they  can  make  it  up  by  diligence, 
when  they  are  older.  They  also  think  it  is  disgraceful  for 
men  and  women  to  be  idle,  but  that  there  can  be  no  harm 
for  persons  who  are  young,  to  spend  their  time  in  any  man- 
ner they  please. 


-® 


0 __ — — g 

58  mcguffey's  third  reader 

2.  George  Jones  thought  so.  When  he  was  twelve  years 
old,  he  went  to  an  academy  to  prepare  to  enter  college.  His 
father  was  at  great  expense  in  obtaining  books  for  him,  cloth- 
ing him,  and  paying  his  tuition.  But  George  was  idle.  The 
preceptor  of  the  academy  would  often  tell  him,  that  if  he  did 
not  study  diligently  when  young,  he  would  never  succeed 
well. 

3.  But  George  thought  of  nothing  but  present  pleasure. 
He  would  often  go  to  school  without  having  made  any  prep- 
aration for  his  morning  lesson ;  and,  when  •  called  to  recite 
with  his  class,  he  would  stammer  and  make  such  blunders, 
that  the  rest  of  the  class  could  not  help  laughing  at  him.  He 
was  one  of  the  poorest  scholars  in  the  school,  because  he 
was  one  of  the  most  idle. 

4.  When  recess  came,  and  all  the  boys  ran  out  of  the 
academy  upon  the  play  ground,  idle  George  would  come 
moping  along.  Instead  of  studying  diligently  while  in 
school,  he  was  indolent  and  half  asleep.  When  the  proper 
time  for  play  came,  he  had  no  relish  for  it.  I  recollect  very 
well,  that,  when  tossing  up  for  a  game  of  ball,  we  used  to 
choose  every  body  on  the  play  ground,  before  we  chose 
George.  And  if  there  were  enough  without  him,  we  used  to 
leave  him  out.  Thus  was  he  unhappy  in  school,  and  out  of 
school. 

5.  There  is  nothing  which  makes  a  person  enjoy  play  so 
well,  as  to  study  hard.  When  recess  was  over,  and  the  rest 
of  the  boys  returned,  fresh  and  vigorous,  to  their  studies, 
George  might  be  seen  lagging  and  moping  along  to  his  seat. 
Sometimes  he  would  be  asleep  in  school ;  sometimes  he 
would  pass  his  time  in  catching  flies,  and  penning  them  up  in 
little  holes,  which  he  cut  in  his  seat.  And  sometimes,  when 
the  preceptor's  back  was  turned,  he  would  throw  a  paper  ball 
across  the  room. 

6.  When  the  class  was  called  up  to  recite,  George  would 
come  drowsily  along,  looking  as  mean  and  ashamed  as  though 
he  were  going  to  be  whipped.  The  rest  of  the  class  stepped 
up  to  the  recitation  with  alacrity,  and  appeared  happy  and 
contented.  When  it  came  George's  turn  to  recite,  he  would 
be  so  long  in  doing  it,  and  make  such  blunders,  that  all,  most 
heartily,  wished  him  out  of  the  class. 

7.  At  las,t  George  went  with  his  class  to  enter  college. 
Though  he  passed  a  very  poor  examination,  he  was  admitted 

© fc* 


; __ g, 

OP   THE   ECLECTIC   SERIES.  57 

with  the  rest ;  for  those  who  examined  him  thought  it  was 
possible,  that  the  reason  why  he  did  not  answer  questions 
better,  was  because  he  was  frightened.  Now  came  hard 
times  for  poor  George.  In  college  there  is  not  much  mercy 
shown  to  bad  scholars ;  and  George  had  neglected  his  studies 
so  long,  that  he  could  not  now  keep  up  with  his  class,  let  him 
try  ever  so  hard. 

8.  He  could,  without  much  difficulty,  get  along  in  the 
academy,  where  there  were  only  two  or  three  boys  of  his 
own  class  to  laugh  at  him.  But  now  he  had  to  go  into  a 
large  recitation  room,  filled  with  students  from  all  parts  of 
the  country.  In  the  presence  of  all  these,  he  must  rise  and 
recite  to  a  professor.  Poor  fellow  !  He  paid  dearly  for  his 
idleness. 

9.  You  would  have  pitied  him,  if  you  could  have  seen  him 
trembling  in  his  seat,  every  moment  expecting  to  be  called 
upon  to  recite.  And  when  he  was  called  upon,  he  would 
stand  up,  and  take  what  the  class  called  a  dead  set ;  that  is, 
he  could  not  recite  at  all.  Sometimes  he  would  make  such 
ludicrous  blunders,  that  the  whole  class  would  burst  into  a 
laugh.  Such  are  the  applauses  an  idler  gets.  He  was 
wretched,  of  course.  He  had  been  idle  so  long,  that  he 
hardly  knew  how  to  apply  his  mind  to  study.  All  the  good 
scholars  avoided  him;  they  were  ashamed  to  be  seen  in  his 
company.  He  became  discouraged,  and  gradually  grew  dis- 
sipated. 

10.  The  officers  of  the  college  were  soon  compelled  to 
suspend  him.  He  returned  in  a  few  months,  but  did  no  bet- 
ter ;  and  his  father  was  then  advised  to  take  him  from 
college.  He  left  college,  despised  by  every  one.  A  few 
months  ago,  I  met  him  a  poor  wanderer,  without  money  and 
without  friends.  Such  are  the  wages  of  idleness.  I  hope 
every  reader  will,  from  this  history,  take  warning,  and  "  stamp 
improvement  on  the  wings  of  time." 

11.  This  story  of  George  Jones,  which  is  a  true  one, 
shows  how  sinful  and  ruinous  it  is  to  be  idle.  Every  child, 
who  would  be  a  Christian,  and  have  a  home  in  heaven,  must 
guard  against  this  sin.  But  as  I  have  given  you  one  story, 
which  shows  the  sad  effects  of  indolence,  I  will  now  present 
you  with  another,  more  pleasing,  which  shows  the  reward  of 
industry. 

A.  B  b  o  x  t  . 

© C 


58 


~@ 


McGUFFEY  S   THIRD    READER 


Questions. — What  is  this  story  about?  What  did  George 
Jones  think  most  about'?  Was  this  wise  1  What  gives  new  pleasure 
to  our  sports  ?  -Where  did  George  go  after  he  left  school  ?  How  did 
he  get  along  in  college  ?  What  must  we  do  to  escape  the  disgrace 
which  fell  upon  George  ?  Do  you  think  there  is  any  idleness  in 
heiven  ? 


LESSON   XT. 


His'-to-ry,  a  description  or  a  nar- 
ration of  events. 

Con'-science,  our  own  knowledge 
of  right  and  wrong. 

Game,  play,  sport. 

Re-com-mend-a'-tion,  speaking  in 
praise  of  any  one. 

Re-view',  to  examine  again. 

Tran'-quil,  quiet,  calm. 


6.  Con-fer'-red,  given,  bestowed. 

7.  Grad'-u-a-ted,  received  a  degree 

from  a  college. 

8.  TJ-ni-vers'-al-ly,  by  all,  without 

exception.  [ly. 

9.  In-va'-ri-a-bly,  always,  uniform- 
10.  Ev'-i-den-ces,  proofs. 

Ad-van'-ta-ges,  opportunities  for 
getting  good. 


ADVANTAGES    OE    INDUSTRY. 

Remark. — In  order  to  read  with  ease  and  force,  stand  erect,  hold 
the  head  up,  and  throw  the  shoulders  back. 

Uttee  each  sound  distinctly  and  correctly.  His-to-ry,  not  Ms-try: 
dil-i-gent,  not  dil'-gent:  gen-er-al-ly,  not  gen'r'l-ly:  of-fi-cers,  not 
of'cers:  de-liv-er,  not  d'liv-er:  in-ter-est-ing,  not  in-frest-ing :  mis-er- 
a-ble,  not  mis'ra-ble:  ev-i-den-ces,  not  ev'den-ces.  See  Exercises  on 
0, 1,  E,  <fec,  pages  16  and  17. 

1.  I  gave  you  the  history  of  George  Jones,  an  idle  boy, 
and  showed  you  the  consequences  of  his  idleness.  I  shall 
now  give  you  the  history  of  Charles  Bullard,  a  class  mate 
of  George.  Charles  was  about  the  same  age  with  George, 
and  did  not  possess  superior  talents.  Indeed,  I  doubt  whether 
he  was  equal  to  him,  in  natural  powers  of  mind. 

2.  But  Charles  was  a  hard  student.  When  quite  young, 
he  was  always  careful  and  diligent  in  school.  Sometimes, 
when  there  was  a  very  hard  lesson,  instead  of  going  out  to 
play  during  recess,  he  would  stay  in  to  study.  He  had  re- 
solved that  his  first  object  should  be  to  get  his  lessons  well, 


-O 


®- • @ 

OF   THE    ECLECTIC    SERIES.  59 

and  then  he  could  play  with  a  good  conscience.  He  loved 
j  play  as  well  as  any  body,  and  was  one  of  the  best  players  on 
]  the  ground.  I  hardly  ever  saw  any  boy  catch  a  ball  better 
j  than  he  could.     When  playing  any  game,  every  one  was  glad 

to  get  Charles  on  his  side. 

I 

3.  I  have  said,  that  Charles  would  sometimes   stay   in,  at 

recess.  This,  however,  was  very  seldom ;  it  was  only  when 
the  lessons  were  very  hard  indeed.  Generally,  he  Avas  among 
|  the  first  on  the  play  ground,  and  he  was  also  among  the  first 
j  to  go  into  school,  when  called.  Hard  study  gave  him  a  relish 
for  play,  and  play  again  gave  him  a  relish  for  hard  study,  so 
he  was  happy  both  in  school  and  out.  The  preceptor  could 
not  help  liking  him,  for  he  always  had  his  lessons  well  com- 
mitted, and  never  gave  him  any  trouble. 

4.  When  he  went  to  enter  college,  the  preceptor  gave  him 
a  good  recommendation.  He  was  able  to  answer  all  the 
questions,  which  were  put  to  him  when  he  was  examined. 
He  had  studied  so  well,  when  he  was  in  the  academy,  and 
was  so  thoroughly  prepared  for  college,  that  he  found  it  very 
easy  to  keep  up  with  his  class,  and  had  much  time  for  reading 
interesting  books. 

5.  But  he  would  always  get  his  lesson  well,  before  he  did 
any  thing  else,  and  would  review  it  just  before  recitation. 
When  called  upon  to  recite,  he  rose  tranquil  and  happy,  and 
very  seldom  made  mistakes.  The  officers  of  the  college  had 
a  high  opinion  of  him,  and  he  was  respected  by  all  the  stu- 
dents. 

6.  There  was  in  the  college,  a  society  made  up  of  all  the 
best  scholars.  Charles  was  chosen  a  member  of  that  society. 
It  was  the  custom  to  choose  some  one  of  the  society,  to  de- 
liver a  public  address  every  year.  This  honor  was  conferred 
on  Charles ;  and  he  had  studied  so  diligently,  and  read  so 
much,  that  he  delivered  an  address,  which  was  very  interest- 
ing to  all  who  heard  it. 

7.  At  last  he  graduated,  as  it  is  called ;  that  is,  he  finished 
his  collegiate  course,  and  received  his  degree.  It  was  known 
by  all  that  he  was  a  good  scholar,  and  by  all  that  he  was 
respected.  His  father  and  mother,  brothers  and  sisters  came, 
on  the  commencement  day,  to  hear  him  speak. 

8.  They  all  felt  gratified,  and  loved  Charles  more  than 
ever.     Many  situations  of  usefulness  and  profit  were  opened 

®_ , . — — ~ ® 


0 — „__ — __ — , © 

60  mcguffey's  third  reader 

to  him,  for  Charles  was  now  an  intelligent  man,  and  uni- 
versally respected.  He  is  still  a  useful  and  a  happy  man. 
He  has  a  cheerful  home,  and  is  esteemed  by  all  who  know 
him. 

9.  Such  are  the  rewards  of  industry.  How  strange  it  is, 
that  any  person  should  be  willing  to  live  in  idleness,  when  it 
will  certainly  make  him  unhappy  !  The  idle  boy  is  almost 
invariably  poor  and  miserable ;  the  industrious  boy  is  happy 
and  prosperous. 

10.  But  perhaps  some  child  who  reads  this,  asks,  "Does 
God  notice  little  children  in  school?"  He  certainly  does. 
And  if  you  are  not  diligent  in  the  improvement  of  your 
time,  it  is  one  of  the  surest  evidences  that  your  heart  is  not 
right  with  God.  You  are  placed  in  this  world  to  improve 
your  time.  In  youth,  you  must  be  preparing  for  future  use- 
fulness. And  if  you  do  not  improve  the  advantages  you 
enjoy,  you  sin  against  your  Maker. 

"With  books,  or  "work,  or  healthful  play, 
Let  your  first  years  be  past, 
That  you  may  give,  for  every  day, 
Some  good  account  at  last." 

Abbott. 


Questions.  —  What  is  the  subject  of  this  lesson?  In  -what 
respect  was  Charles  Bullard  different  from  George  Jones  ?  Which  of 
them  do  you  think  most  worthy  of  imitation  1  For  what  are  we 
placed  in  this  world  ?  Should  you  not  then  be  diligent  in  your 
studies  ?  How  should  you  sit  or  stand  when  you  read  ?  What 
word  can  you  put  in-  the  place  of  "  conferred,"  in  the  6th  para- 
graph ?  Why  does  the  word  "  Maker "  commence  with  a  capital 
letter  ? 

In  the  last  paragraph  what  part  of  speech  is  child  ?  God  ?  school  ? 
time  ?  heart  ?  little  ?  diligent  ?  future  ?  healthful  ?  How  are  adjectives 
Compared  ?  What  adjective  of  the  superlative  degree  is  there  in  the 
last  paragraph  ?  Compare  it.  What  does  the  word  superlative  mean  ? 
See  Pinneo's  Primary  Grammar. 

What  sound  has  o  in  does,  and  which  letter  is  silent?  (page  29.)  What 
sound  has  o  in  do?  (page  24.)  From  what  is  usefulness  derived?  (pages 
108,  107.)  See  McGuffey's  Eclectio  Spelling-book,  pages,  29,  24,  108, 
107,  as  referred  to  above. 


-<9 


OP   THE    ECLECTIC   SERIES. 


61 


ARTICULATION". 

2  2  6 

Nt.         Point,       oint,       joint,     blunt,  hunt,  front. 

Nj.         Hinge,      cringe,   singe,    twinge,  tinge,  plunge. 

•  2  2  3  3  2  2 

Nch.   Bunch,  punch,  branch,  stanch,  bench,  wench. 


LESSON    XVI. 


Pro-fes'-sion,   a    man's   business    or 

trade. 
Col'-o-nists,   people   who  go  to  live 

together  in  a  new  country. 
Found'-er,  one  who  establishes. 
Col'-o-ny,  a   settlement  formed  in  a 

remote  country. 
Mill'-wright,  one  who  builds  mills. 


Forge,  a  place  where  iron  is  beaten 
into  form. 

Em-ploy'-ment,  business,  occupation. 

Law'-yer,  one  who  practices  law. 

O-be'-di-ent,  doing  what  is  directed. 

Pre-cise'-ly,  exactly. 

Pol-i-ti'-cian,  one  devoted  to  poli- 
tics. 


THE    COLONISTS. 

Remark. — Read  this  dialogue,  as  if  you  were  talking  to  each 
other,  under  the  circumstances  here  described. 

Attend  carefully  to  the  proper  articulation  of  the  unac- 
cented a  in  such  words  as  respectable,  peaceable,  ignorant,  elegant,  pe- 
rusal, &c.     See  Exercise  III,  pages  11  to  15. 

Do  not  emit  the  r  in  words  like  the  following:  farmer,  hard, 
v;ork,  corn,  carpenter,  chairs,  boards,  forge,  hearths,  burn,  barber,  appear, 
servant,  sir,  &c. 

[Note. — Mr.  Barlow  one  day  invented  a  play  for  his  children,  on  pur- 
pose to  show  them  what  kind  of  persons  and  professions  are  the  most 
useful  in  society,  and  particularly  in  a  new  settlement.  The  following  is 
the  conversation  which  took  place  between  himself  and  his  children.] 

Mr.  Barlow.  Come,  my  boys,  I  have  a  new  play  for  you. 
I  will  be  the  founder  of  a  colony ;  and  you  shall  be  people  of 
different  trades  and  professions,  coming  to  offer  yourselves  to 
go  with  me.     What  are  you,  Arthur  ? 

Arthur.  I  am  a  farmer,  sir. 

Mr.  Barlow.  Very  well.  Farming  is  the  chief  thing  we 
have  to   depend   upon.     The  farmer  puts  the  seed  into  the 


-6 


®- — — ■ @ 

62  mcguffey's  third  reader 

earth,  and  takes  care  of  it  when  it  is  grown  to  ripe  corn; 
without  the  farmer  we  should  have  no  bread.  But  you  must 
work  very  diligently ;  there  will  be  trees  to  cut  down,  and 
roots  to  dig  out,  and  a  great  deal  of  hard  labor. 

Arthur.  I  shall  be  ready  to  do  my  part. 

*Mr.  Barlow.  Well,  then  I  shall  take  you  willingly, ^md  as 
many  more  such  good  fellows  as  I  can  find.  We  shall  have 
land  enough,  and  you  may  go  to  work  as  soon  as  you  please. 
Now  for  the  next. 

James.  I  am  a  miller,  sir. 

Mr.  Barlow.  A  very  useful  trade !  Our  corn  must  be 
ground,  or  it  will  do  us  but  little  good.  But  what  must  we  do 
for  a  mill,  my  friend  1 

James.  I  suppose  we  must  make  one,  sir. 

Mr.  Barlow.  Then  we  must  take  a  mill-wright  with  us, 
and  carry  millstones.     Who  is  next? 

Charles.  I  am  a  carpenter,  sir. 

Mr.  Barlow.  The  most  necessary  man  that  cotdd  offer. 
We  shall  find  you  work  enough,  never  fear.  There  will  be 
houses  to  build,  fences  to  make,  and  chairs  and  tables  besides. 
But  all  our  timber  is  growing ;  we  shall  have  hard  work  to 
fell  it,  to  saw  boards  and  planks,  and  to  frame  and  raise  build- 
ings.     Can  you  help  us  in  this  ? 

Charles.  I  will  do  my  best,  sir. 

Mr.  Barlow.  Then  I  engage  you,  but  I  advise  you  to 
bring  two  or  three  able  assistants  along  with  you. 

William.  I  am  a  blacksmith. 

Mr.  Barlow.  An  excellent  companion  for  the  carpenter. 
We  can  not  do  without  either  of  you.  You  must  bring  your 
great  bellows,  anvil,  and  vise,  and  we  will  set  up  a  forge  for 
you  as  soon  as  we  arrive.  By  the  by,  we  shall  want  a  mason 
for  that. 

Edward.  I  am  one,  sir. 

Mr.  Barlow.  Though  we  may  live  in  log-houses  at  first, 
we  shall  want  brick  work,  or  stone  work,  for  chimneys, 
hearths,  and  ovens,  so  there  will  be  employment  for  a  mason. 
Can  you  make  bricks,  and  burn  lime  ? 

Edward.  I  will  try  what  I  can  do,  sir. 

Mr.  Barlow.  No  man  can  do  more.  I  engage  you. 
Who  comes  next  ? 

Francis.  I  am  a  shoemaker,  sir. 

Mr.  Barlow.  Shoes  we  can  not  well  do  without,  but  I  fear 
we  shall  get  no  leather. 


6 


&- 


OF   THE  ECLECTIC   SERIES.  63 


Francis.  But  I  can  dress  skins,  sir. 

Mr.  Barlow.  Can  you  ?  Then  you  are  a  useful  fellow. 
I  will  have  you,  though  I  give  you  double  wages. 

George.  I  am  a  tailor,  sir. 

Mr.  Barlow.  We  must  not  go  naked ;  so  there  will  be 
work  for  a  tailor.  But  you  are  not  above  mending,  I  hope, 
for  we  must  not  mind  wearing  patched  clothes,  while  we 
work  in  the  woods. 

George.  I  am  not,  sir. 

Mr.  Barlow.  Then  I  engage  you,  too. 

Henry.  I  am  a  silversmith,  sir. 

Mr.  Barlow.  Then,  my  friend,  you  can  not  go  to  a  worse 
place  than  a  new  colony  to  set  up  your  trade  in. 

Henry.  But  I  understand  clock  and  watch  making  too. 

Mr.  Barlow.  We  shall  want  to  know  how  the  time  goes, 
but  we  can  not  afford  to  employ  you.  At  present,  I  advise 
you  to  stay  where  you  are. 

Jasper.  I  am  a  barber  and  hair-dresser. 

Mr.  Barlow.  What  can  we  do  with  you  ?  If  you  will 
shave  our  men's  rough  beards  once  a  week,  and  crop  their 
hairs  once  a  quarter,  and  be  content  to  help  the  carpenter  the 
rest  of  the  time,  we  will  take  you.  But  you  will  have  no 
ladies'  hair  to  curl,  or  gentlemen   to  powder,  I  assure  you. 

Louis.  I  am  a  doctor,  sir. 

Mr.  Barlow.  Then,  sir,  you  are  very  welcome ;  we  shall 
some  of  us  be  sick,  and  we  are  likely  to  get  cuts,  and  bruises, 
and  broken  bones.  You  will  be  very  useful.  We  shall  take 
you  with  pleasure. 

Maurice.  I  am  a  lawyer,  sir. 

Mr.  Barlow.  Sir,  your  most  obedient  servant.  When  we 
are  rich  enough  to  go  to  law,  we  will  let  you  know. 

Oliver.  I  am  a  schoolmaster. 

Mr.  Barloiv.  That  is  a  very  respectable  and  useful  pro- 
fession ;  as  soon  as  our  children  are  old  enough,  we  shall  be 
glad  of  your  services.  Though  we  are  hard-working  men, 
we  do  not  mean  to  be  ignorant ;  every  one  among  us  must  be 
taught  reading  and  writing.  Until  we  have  employment  for 
you  in  teaching,  if  you  will  keep  our  accounts,  and  at  present 
read  sermons  to  us  on  Sundays,  we  shall  be  glad  to  have  you 
among  us.     Will  you  go  ? 

Oliver.  With  all  my  heart,  sir. 

Mr.  Barlow.  Who  comes  here  ? 

® ft 


84  MCGUFFEY'S   THIRD   READER 

Phillip.  I  am  a  soldier,  sir ;  will  you  have  me  ? 

Mr.  Barlow.  We    are   peaceable   people,  and  I   hope  we 
shall  not  be  obliged  to  fight.     We  shall  have  no  occasion  for 
you,  unless  you  can  be  a  mechanic  or  farmer,  as  well  as  a 
soldier. 
'Richard.  I  am  a  dancing-master,  sir. 

Mr.  Barlow.  A  dancing-master?  Ha,  ha!  And  pray, 
of  what  use  do  you  expect  to  be  in  the  "  backwoods  "  ? 

Richard.  Why,  sir,  I  can  teach  you  how  to  appear  in  a 
drawing-room.  I  shall  take  care  that  your  children  know 
precisely  how  low  they  must  bow  when  saluting  company. 
In  short,  I  teach  you  the  science,  which  will  distinguish  you 
from  the  savages. 

Mr.  Barlow.  This  may  be  all  very  well,  and  quite  to  yonr 
fancy,  but  /  would  suggest  that  we,  in  a  new  colony,  shall 
need  to  pay  more  attention  to  the  raising  of  corn  and  pota- 
toes, the  feeding  of  cattle,  and  the  preparing  of  houses  to  live 
in,  than  to  the  cultivation  of  this  elegant  "  science"  as  you 
term  it. 

John.  I,  sir,  am  a  politician,  and  would  be  willing  to  edit 
any  newspaper  you  may  wish  to  have  published  in  your 
colony. 

Mr.  Barloiv.  Very  much  obliged  to  you,  Mr.  Editor ;  but 
for  the  present,  I  think  you  may  wisely  remain  where  you 
are.  We  shall  have  to  labor  so  much  for  the  first  two  or 
three  years,  that  we  shall  care  but  little  about  other  matters 
than  those  which  concern  our  farms.  We  certainly  must 
spend  some  time  in  reading,  but  I  think  we  can  obtain  suit- 
able books  for  our  perusal,  with  much  less  money  than  it 
would  require  to  support  you  and  your  newspaper. 

Robert.  I  am  a  gentleman,  sir. 

Mr.  Barlow.  A  gentleman!  And  what  good  can  you 
do  us  ? 

Robert.  I  intend  to  spend  most  of  my  time  in  walking 
about,  and  overseeing  the  men  at  work.  I  shall  be  very 
willing  to  assist  you  with  my  advice,  whenever  I  think  it 
necessary.  As  for  my  support,  that  need  not  trouble  you 
much.  I  expect  to  shoot  game  enough  for  my  own  eating ; 
you  can  give  me  a  little  bread  and  a  few  vegetables ;  and  the 
barber  shall  be  my  servant. 

Mr.  Barlow.  Pray,  sir,  why  should  we  do  all  this  for  you? 

Robert.  Why,  sir,  that  you  may  have  the  credit  of  saying 
that  you  have  one  gentleman,  at  least,  in  your  colony. 
& : _ , - § 


e- 


-® 


OF    THE    ECLECTIC    SERIES. 


65 


ifefr.  Barlow.  Ha,  ha,  ha !  A  fine  gentleman,  truly ! 
When  we  desire  the  honor  of  your  company,  sir,  we  will 
send  for  you. 

Dr.  A  ikin. 


Questions.  —  "What  is  the  subject  of  this  lesson  ?  What  play 
did  Mr.  Barlow  propose  7  What  kind  of  work  does  the  farmer  per- 
form ?  The  miller  ?  The  carpenter  1  What  tools  does  the  black- 
smith use  ?  What  was  Francis'  trade  ?  Did  Mr.  Barlow  think  he 
would  be  useful  to  the  colonists  ?  What  did  Mr.  Barlow  say  about 
Henry's  business  ?  Why  did  not  Mr.  Barlow  engage  Maurice  ?  Do 
you  think  the  new  colonists  could  live  comfortably  without  Richard 
or  John  ?  What  did  Mr.  Barlow  say  to  Robert  ?  Which  trade,  do 
you  think,  would  be  most  useful  in  a  new  colony  ? 

Which  are  the  nouns  in  the  first  paragraph  ?  Which  of  them  are 
in  the  plural  number  ?  Which  are  masculine  ?  Which  are  in  the 
objective  case  ?  How  is  play  governed  ?  Colony  ?  Trades  ?  Pro- 
fessions ?  What  does  the  word  objective  mean?  See  Pinneo's  Pri- 
mary Grammar. 


LESSON    XVII. 


1.  Cel'-e-bra-ted,  praised,  honored. 

2.  H-lus'-tri-ous,  famous,  highly  dis- 

tinguished. 
Sub-du'-ed,  overcame,  conquered. 

3.  Ex-pe-di'-tion,  enterprise,  under- 

taking. 

4.  Sub-jec'-tion,  the  being  under  the 

power  of  another. 

5.  Vic'-to-ries,  conquests. 


6.  Hel'-les-pont,   the    name    of    a 
strait  east  of  Europe. 
Gran'-i-cus,  the  name  of  a  river 
in  Asia. 
12.  Du-ra'-tion,  continuance. 
Ban'-quet,  a  feast. 

14.  In-tem'-per-ance,    the   excessive- 

drinking  of  intoxicating  liquors. 

15.  Term'-in-a-ted,  ended. 


ALEXANDER    THE    GREAT. 

Give  a  full  sound  to  all  the  consonants  in  such  words  as  the 
following :  except,  length,  kings,  illustrious,  kingdom,  against,  subjects, 
conquests,  states,  shouts,  respect.     See  Exercise  III,  pages  11  to  15. 

1.  Macedon  was,  for  a  long  time,  a  small  state  in  Greece, 
not  celebrated   for  any  thing,  except  that  its    kings    always 

4 e '    ■  ' 


C5 — 0 

66  mcguffey's  third  reader 


governed  according  to  the  laws  of  the  country,  and  that  their 
children  were  well  educated. 

2.  At  length,  after  many  kings  had  reigned  over  Macedon, 
one  named  Philip  came  to  the  throne,  who  determined  to 
render  his  kingdom  as  illustrious  as  other  kingdoms.  He 
raised  a  large  army,  subdued  many  people,  and  contrived  to 
make  the  other  states  of  Greece  quarrel  among  themselves. 

3.  When  they  were  quite  tired  of  fighting  against  each 
other,  he  induced  them  all  to  submit  to  him ;  which  they 
were  the  more  ready  to  do,  because  he  gave  them  hopes  that 
he  would  lead  them  on  to  conquer  Persia.  But  before  he  set 
out  on  his  expedition  to  Persia,  he  was  killed  by  one  of  his 
own  subjects. 

4.  Philip  was  succeeded  by  his  son  Alexander,  called  in 
history  "  Alexander  the  Great."  On  Philip's  death,  the 
Gceeks  thought  themselves  at  liberty,  and  resolved  that 
Macedon  should  no  longer  hold  them  in  subjection,  but 
Alexander  quickly  showed  them  that  he  was  as  wise  as  his 
father,  and  still  bolder  than  he. 

5.  Alexander  caused  his  father's  murderers  to  be  put  to 
death ;  and  then  collecting  his  army,  in  an  assembly  of  the 
Grecian  states  he  delivered  a  speech,  which  convinced  them 
of  his  wisdom  and  valor.  After  this,  they  agreed  to  make 
him,  as  his  father  had  been,  chief  commander  of  Greece. 
He  then  returned  to  Macedon,  and  in  a  short  time  afterward 
began  his  conquests,  and  gained  surprising  victories ;  oblig- 
ing all  who  fought  against  him  to  submit. 

6.  As  soon  as  Alexander  had  settled  the  Grecian  states  to 
his  wishes,  he  crossed  the  Hellespont,  (now  called  the  Dar- 
danelles) with  his  army,  in  order  to  subdue  Persia.  The 
Persians,  hearing  of  this,  assembled  their  forces,  and  waited 
for  him  on  the  banks  of  the  river  called  the  Granicus. 
When  the  Grecians  arrived  on  the  opposite  side,  one  of  the 
generals  advised  Alexander  to  let  his  soldiers  rest  a  little ;  but 
he  was  so  eager  for  conquest,  that  he  gave  command  instantly 
to  march  through  the  Granicus. 

17.  His  troops,  having  found  a  shallow  place,  obeyed  ;  the 
trumpets  sounded,  and  loud  shouts  of  joy  were  heard 
throughout  the  army.  As  soon  as  the  Persians  saw  them 
advancing,  they  let  fly  showers  of  arrows  at  them,  and  when 
they  were  going  to  land,  strove  to  push  them  back  into  the 
water,  but  in  vain.  Alexander  and  his  army  landed,  and  a 
© _ -^ 


® . _- ® 

OF  THE  ECLECTIC   SERIES.  67  | 

dreadful  batde  was  fought,  in  which  he  proved  victorious. 
He  then,  advancing  from  city  to  city,  obliged  them  to  own 
him  for  their  king  instead  of  Darius. 

8.  Darius,  being  informed  of  Alexander's  progress,  resolved 
to  meet  him  with  a  great  army.  As  soon  as  Alexander  heard 
of  his  approach,  he  prepared  to  encounter  him  at  Issus, 
where  he  obliged  him  to  fly,  leaving  behind  him  his  queen 
and  family,  and  immense  treasure,  all  of  which  Alexander 
seized. 

9.  Some  time  afterward,  Darius  fought  another  battle  at 
Arbela,  in  which  he  was  again  defeated.  Soon  after  this,  he 
was  killed  ;  and  thus  ended  the  Persian  Empire. 

10.  Not  contented  with  the  conquest  of  Persia,  Alexander 
resolved  to  subdue  the  kings  of  India ;  and  he  obliged  many 
of  them  to  submit.  One  of  them,  named  Porus,  resisted  him  | 
with  great  courage,  but  Alexander  overcame  him  at  last.  He 
treated  him,  however,  with  much  respect,  gave  him  his 
liberty,  and  restored  him  to  his  kingdom  ;  and  Porus  proved 
a  faithful  friend  to  him  ever  afterward. 

11.  Between  the  battles  which  Alexander  fought  with 
Darius,  he  subdued  many  states  and  kingdoms,  and  among 
others,  Eg^pt  and  Babylon ;  and,  after  the  death  of  Darius, 
he  made  still  further  conquests,  besides  those  of  the  Indian 
princes,  by  which  means  the  Grecian  empire  was  raised  to  a 
great  hight. 

12.  When  Alexander  rested  from  fighting,  he  took  up  his 
residence  at  Babylon,  and  lived  there  in  the  utmost  splendor. 
But  his  glory  was  of  short  duration,  for  he  had  one  very 
great  fault,  that  of  being  excessively  fond  of  eating  and  drink- 
ing. He  wanted  to  make  the  world  believe  that  he  was  a 
God,  and  could  do  whatever  he  chose.  When  he  wa.s  at  a 
banquet,  he  would  try  to  drink  more  wine  than  any  other 
man  in  the  company. 

13.  At  length  he  engaged  to  empty  a  cup,  called  Hercules's 
cup,  which  held  six  bottles  of  wine :  and  it  is  said  he  actually 
did  so ;  but  it  proved  the  cause  of  his  deaih,  the  wine  heating 
his  blood  to  such  a  degree,  that  it  brought  on  a  violent  fever, 
which  soon  put  an  end  to  his  life.  He  died  three  hundred 
and  twenty-three  years  before  the  Christian  era,  at  the  age  of 
thirty-two. 

14.  How  shocking  it  is  to  think,  that  a  man  who  had  sub- 
dued so  many  nations,  should  suffer  himself  to  be  conquered 

, , — . _ £ 


o- 


■m 


MCGUFFEY  S    THIRD    READER 


by  the    sin  of  intemperance.     It  is   a  lamentable  truth  that 
intemperance  kills  more  than  the  sword. 

15.  The  glory  of  the  Grecian  empire  was  terminated  by 
the  death  of  Alexander  ;  for  as  he  had  no  son  fit  to  reign 
after  him,  and  did  not  determine  who  should  be  his  successor, 
the  principal  commanders  of  his  army  divided  his  conquests 
among  themselves,  and  after  many  quarrels  and  battles,  that 
which  was  one  empire  under  Alexander,  became  four  sepa- 
rate kingdoms. 

Anonym  o  us. 


Questions.  —  Whose  son  "was  Alexander  ?  What  did  he  do  to 
his  father's  murderers  ?  What  countries  did  he  conquer  ?  What 
occasioned  his  death?  How  old  "was  he?  What  is  meant  by  the 
Christian  era  ?  What  did  he  wish  to  make  the  world  believe  ? 
Where  is  the  strait,  called  the  Dardanelles  ? 


ARTICULATION. 

The  Teacher  will  remember,  that  in  uttering  separatei^  the  sounds 
which  compose  a  word,  the  silent  letters  must  be  omitted,  as  the  e  in  prude, 
&c,  the  m  and  e  in  applause,  &c.  Such  letters  are  sometimes  left  out,  that 
the  word  may  be  better  adapted  for  practice  in  articulation,  as  the  e  in 
staple,  steeple,  <fcc,  in  this  Exercise. 


Pr. 

Pry, 

prude, 

print, 

approve, 

apprise, 

express. 

PI. 

Plum, 

plat, 

plank, 

apply, 

applause, 

explode. 

Stapl', 

steepl', 

scrupl', 

rippl', 

tippP, 

suppl . 

LESSON   XVIII. 


2.  Stat'-ure,  natural  night  of  a  person. 
6.  Con'-quer-ed,  overcame,  subdued. 
Lev'-el-ed,   threw    down    to    the 
ground. 


Strew'-ed,scattered  here  and  there. 
8.  Ab-hor',  to  dislike  very  much. 
]JL.  Gos'-pel,  the  truth  contained  in 
the  history  of  Jesus  Christ. 


O 


OF   THE    ECLECTIC    SERIES.  69 


THE    CHILD'S    INQUIRY. 

Remark.  —  Remember  that  in  reading  poetry,  there  is  always 
danger  of  forgetting  the  sense  in  the  rhyme,  and  therefore  of  reading, 
not  as  if  you  were  expressing  some  thought  or  feeling  to  another 
mind,  but  as  if  you  were  chanting  something  to  please  the  ear. 

Utter  each  sound  distinctly.  Hund-red,  not  hun-red:  hands,' 
not  han's:  child,  not  chile:  why,  not  toy. 

1.  Son.    How  big  was  Alexander,  Pa, 

That  people  call  him  great  ? 
Was  he,  like  old  Goliah,  tail? 

His  spear  a  hundred  weight? 
Was  he  so  large  that  he  could  stand 

Like  some  tall  steeple  high ; 
And  while  his  feet  were  on  the  ground, 

His  hands  could  touch  the  sky  ? 

2.  Fat h.  O  no,  my  child :    about  as  large 

As  I  or  Uncle  James. 
'T  was  not  his.  stature  made  him  great* 
But  greatness  of  his  name. 

3.  Son.    His  name  so  great  ?     I  know  't  is  long, 

But  easy  quite  to  spell ;  • 
And  more  than  half  a  year  ago 
I  knew  it  very  well. 

4.  Fath.  I  mean,  my  child,  his  actions  were 

So  great,  he  got  a  name, 
That  every  body  speaks  with  praise, 
That  tells  about  his  fame. 

5.  Son.    Well,  what  great  actions  did  he  do  ? 

I  want  to  know  it  all. 

6.  Fath.  Why,  he  it  was  that  conquered  Tyre, 

And  leveled  down  her  wall, 
And  thousands  of  her  people  slew ; 

And  then  to  Persia  went, 
And  fire  and  sword  on  every  side 

Through  many  a  region  sent. 
A  hundred  conquered  cities  shone 

With  midnight  burnings  red ; 
And  strewed  o  'er  many  a  battle  ground, 

A  thousand  soldiers  bled. 


9 — 

70 

mcguffey's  THIRD  READER 

Son. 

Did  killing  people  make  him  great? 

Then  why  was  Abdel  Young, 
Who  killed  his  neighbor,  training  day, 

Put  into  jail  and  hung? 
I  never  heard  them  call  him  gTeat. 

8. 

Fath. 

Why,  no,  't  was  not  in  war ; 

And  him  that  kills  a  single  man, 
His  neighbors  all  abhor. 

9. 

Son. 

Well,  then,  if  I  should  kill  a  man, 

I'  d  kill  a  hundred  more ; 
/  should  be  great,  and  not  get  hung, 

Like  Abdel  Young,  before. 

10. 

Fath. 

Not  so,  my  child,  't  will  never  do : 
The  Gospel  bids  be  kind. 

n. 

Son. 

Then  they  that  hill  and  they  that  praise, 
The  Gospel  do  not  mind. 

12. 

Fath. 

You  know,  my  child,  the  Bible  says 

That  you  must  always  do 

To  other  people,  as  you  wish 

To  have  them  do  to  you. 

13. 

Son. 

But,  Pa,  did  Alexander  wish 

That  some  strong  man  would  come 
And  burn  his  house,  and  kill  him  too, 

And  do  as  he  had  done  ? 
And  every  body  calls  him  great, 

For  killing  people  so ! 
Well,  now,  what  right  he  had  to  kill, 

I  should  be  glad  to  know. 
If  one  should  burn  the  buildings  here, 

And  kill  the  folks  within, 
Would  any  body  call  him  great, 

For  such  a  wicked  thing? 

Q 

UESTI 

Anonymous. 

ons.  —  What  is  the  last  mark  in  this  lesson?     Should 

the^ 

roice  rise  or  fall  in  this  plans  ?     Why  ?     What  kind  of  letters  is 

"right "  printed  in  ?    How  should" it  be  read  ? 

6 

■ 

© 


@ 


® — — ■ ® 

OF  THE  ECLECTIC  SERIES.  71  I 


LESSON   XIX. 


Cau'-tious-ly,  very  carefully. 
Per'-son-a-ble,  good  looking. 
Balm'-y,  soft,  mild. 
Re-mark'-a-bly,  unusually. 


In'-stru-ments,  artificial  machines  for 

yielding  harmonious  sounds. 
Glo'-ri-ed,  boasted  of,  were  proud  of. 
Re-sist'-cd,  opposed,  fought  against. 


THINGS   BY    THEIR    RIGHT   NAMES. 

Remark.  —  Let  your  manner  correspond  "with  the  sentiment  of 
■what  you  read.     This  is  especially  important  in  dialogue. 

Pronounce  correctly.  Lis<-en,  (pro.  lis'n),  not  lis-ten:  pret-ty, 
(pro.  prit-ty),  not  poot-ty:   cau-tious-ly,  not  cosh-ous-ly:  catch,  not  ketch. 

Charles.  Father,  this  is  a  good  time  to  tell  us  some  stories. 
Last  winter  you  used  to  tell  us  some,  but  now  we  never  hear 
any  ;  we  are  all  here  round  the  fire,  quite  ready  to  listen  to 
you.     Pray,  dear  father,  let  us  have  a  very  pretty  one. 

Father.  With  all  my  heart ;  what  shall  it  be  ? 

C.  A  bloody  murder,  father. 

F.  A  bloody  murder !  Well  then ;  Once  upon  a  time, 
some  men,  dressed  all  alike — 

C.  With  black  crape  over  their  faces  ? 

F.  No;  they  had  steel  caps  on;  —  having  crossed  a  dark 
heath,  wound  cautiously  along  the  skirts  of  a  deep  forest. 

C.  They  were  ill-looking  fellows,  I  dare  say. 

F.  I  can  not  say  so  ;  on  the  contrary,  they  were  tall,  per- 
sonable men,  as  one  will  often  see ;  they  left  on  their  right 
hand,  an  old  ruined  tower  on  the  hill — 

C.  At  midnight,  just  as  the  clock  struck  twelve ;  was  it 
not,  father? 

F.  No,  really ;  it  was  on  a  fine  balmy  summer's  morning ; 
—  and  they  moved  forward,  one  behind  another— 

C.  As  still  as  death,  creeping  along  under  the  hedges  ? 

F.  On  the  contrary,  they  walked  remarkably  upright ;  and 
so  far  from  endeavoring  to  be  hushed  and  still,  they  made  a 
loud  noise  as  they  came  along,  with  several  sorts  of  instru- 
ments. 

C.  But,  father,  they  would  be  found  out  immediately. 
& . — _ & 


>—  . _o 

1Z  McGDFFEY  S    THIRD   READER 

F.  They  did  not  seem  to  wish  to  conceal  themselves  ;    on 
the   contrary,  they  gloried    in  what  they  were  about.     They 
moved   forward,  I  say,  to  a  large   plain,  where  stood  a  neat, 
pretty  village,  which  they  set  on  fire  — 
,  C.  Set  a  village  on  fire  ?  wicked  wretches  ! 

F.  And  while  it  was  burning,  they  murdered — ■ — twenty 
thousand  men. 

C.  Oh,  fie !  father !  you  do  not  intend  we  should  believe 
this ;  I  thought  all  along  you  were  making  up  a  tale,  as  you 
often  do  ;  but  you  shall  not  catch  me  this  time.  What !  they 
lay  still,  I  suppose,  and  let  these  fellows  cut  their  throats  ? 

F.  No,  truly,  they  resisted  as  long  as  they  could. 

C.  How  should  these  men  kill  twenty  thousand  people, 
pray  ? 

F.  Why  not  1  There  were  thirty  thousand  of  the  mur- 
derers. 

C.  Oh  now,  I  have  found  you  out !     You  mean  a  battle. 

F.  Indeed  I  do.  I  do  not  know  of  any  murders  half  so 
bloody. 

Jane  Taylor. 


Questions. — What  is  the  subject  of  this  dialogue?  Why 
should  a  battle  be  called  murdering  ?  If  all  men  loved  each  other, 
■would  there  be  any  fighting  ?  What,  then,  is  necessary  to  put  a  stop 
to  all  quarreling?  What  mark  is  this — which  occurs  so  frequently 
in  this  lesson,  and  for  what  is  it  used  ? 

In  the  last  sentence,  •which  is  the  pronoun?  The  verb?  The 
preposition  ?  What  does  the  "word  preposition  mean  ?  Why  is  it  so 
called  ?     What  does  it  govern  ?    See  Pinneo's  Primary  Gram.,  Rule  3. 


ARTICULATION. 

2  ?  2  2  1  1 

Ps.         Chips,  clips,  maps,  laps,  keeps,  sleeps. 

2  2  2  2  2  2 

Steps,  skips,  ships,  whips,  flaps,  snaps. 

2  2  2  2  S  5 

Slops,  stops,  chops,  shops,  stoops,  scoops. 

2  2  2  2  2  2 

Pt.          Apt,  kept,  slept,  wept,  swept,  whipt. 

2  2  2  2  2  2 

Script,  propt,  chapt,  rapt,  sept,  adapt. 
6                     '                                                                            ® 


o 


OF    THE    ECLECTIC    SERIES. 


73 


LESSON  XX. 


1.  Su-preml-a-cy,  highest  authority. 
Loft'-i-ness,  hight 

Tal'-ons,  claws,      [of,  ascribed  to. 
Im-pu'-ted,  placed  to  the  account 

2.  In-de-pend'-ence,  boldness,  a  self- 

supporting  power. 
Dis-dain',  to  scorn,  to  despise. 
Car'-cass,   the   dead   body   of  an 

animal. 


Sub-sists',  lives. 

3.  Com-po'-sed,  made  up  of. 

4.  A-dcpt'-ed,  taken,  selected  for  use. 
Em'-blem,  a  representation. 
Vi-cin'-i-ty,  neighborhood. 

5.  Pro-cu'-ring,  getting,  obtaining. 
Re-lin'-quish,  to  give  up. 

6.  Rep-re-sents',  shows,  exhibits. 
Sul'-len,  gloomily  angry  and  silent. 


THE    EAGLE 


1.  The  eagle  seems  to  enjoy  a  kind  of  supremacy  over  the 
rest  of  the  inhabitants  of  the  air.  Such  is  the  loftiness  of 
his  flight,  that  he  often  soars  in  the  sky  beyond  the  reach  of 
the  naked  eye,  and  such  is  his  strength,  that  he  has  been 
known  to  carry  away  children  in  his  talons.  But  many  of 
the  noble  qualities  imputed  to  him  by  Buffon,  and  other 
writers,  are  rather  fanciful  than  true. 
7 . 1 


74  McGUFFEY's   THIRD   READER 

2.  He  has  been  represented  as  possessing  a  lofty  inde- 
pendence, which  makes  him  disdain  to  feed  on  any  tiling  that 
is  not  slain  by  his  own  strength.  But  Wilson  says,  that  he 
has  seen  an  eagle  feasting  on  the  carcass  of  a  dead  horse.     Il 

jj  is,  also,  well  known  that  the  bald  eagle  principally  subsists, 
I  by  robbing  the  fish-hawk  of  his  prey.  The  eagle  lives  to  a 
j  great  age.  One,  at  Vienna,  is  stated  to  have  died  after  a 
I  confinement  of  one  hundred  and  four  years. 

3.  There  are  several  species  of  the  eagle.  The.  golden 
eagle,  which  is  one  of  the  largest,  is  nearly  four  feet  from  the 
point  of  the  beak  to  the  end  of  the  tail.  He  is  found  in  most 
parts  of  Europe,  and  is  also  met  with  in  America.  High 
rocks,  and  ruined  and  lonely  towers,  are  the  places  which  he 
chooses  for  his  abode.  His  nest  is  composed  of  sticks  and 
rushes.  The  tail  feathers  are  highly  valued  as  ornaments,  by 
the  American  Indians. 

4.  The  most  interesting  species  is  the  bald  eagle,  as  this 
is  an  American  bird,  and  the  adopted  emblem  of  our  coun- 
try. He  lives  chiefly  upon  fish,  and  is  found  in  the  vicinity 
of  the  sea,  and  along  the  shores  and  cliffs  of  our  largs  lakes 
and  rivers. 

5.  According  to  the  description  given  by  Wilson,  ha  de- 
pends, in  procuring  his  food,  chiefly  upon  the  labors  of  others. 
He  watches  the  fish-hawk  as  he  dives  into  the  sea  lor  his 
prey,  and  darting  down  upon  him  as  he  rises,  forces  him  to 
relinquish  his  victim,  and  then  seizes  it  before  it  again  readier 
the  water. 

G.  The  plate,  on  the  preceding  page,  represents  the  Harp* 
Eagle.  This  is  said  to  be  bold  and  strong,  and  to  attach 
beasts,  and  even  man  himself.  He  is  fierce,  quarrelsome, 
and  sullen,  living  alone  in  the  deepest  forests.  He  is  found 
chiefly  in  South  America. 

Compiled. 


f  Questions. — "Why  is  the  eagle  considered  superior  to  other 
S  birds  ?  Which  species  is  the  emblem  of  our  country  ?  How  does  he 
j  obtain  his  food  ?  What  would  this  practice  be  called  if  adopted 
|  among  men?     Have  animals  any  knowledge  of  right  or  wrong?     Is 

there  any  man  so  ignorant  as  not  to  know  something  of  right  and 

wrong  ? 


©' 


<> 


OF   THE   ECLECTIC   SEKIES. 


75 


LESSON    XXI. 


Cen'-tu-ry,  the  space  of  a  hundred 

years. 
Gi-gan'-tic,  very  large,  huge  like 

a  giant. 
Di-men'-sions,  size. 
Sub-lime',  lofty,  grand. 
Ad-juin'-ing,  joining  to. 
Dis-pers'-ed,  scattered,  separated 

in  various  directions. 
Clam'-or-ous,  loud,  noisy. 


Un-a-vail'-ing,  useless,  vain. 

5.  Perch'-ed,  alighted  or  settled. 

6.  In-de-cis'-ion,  irresolution,  want 

of  fixed  purpose. 
Mo'-men-ta-ry,  for  a  single  mo- 
ment, a  short  time.         [circle. 
9.  Cir'-cuit,  movement  round  in  a 
Ex-haust'-ed,  wholly  tired  out. 
11.  Nest'-lings,  young   birds  in  the 
nest 


THE    OLD    EAGLE    TREE. 

Remark  .  —  One  important  use  of  stops  is,  to  give  an  opportunity 
to  take  breath. 

Articulate  distinctly,  and  pronounce  correctly.  Field,  not 
fiel:  seera'd  to,  not  seem' to:  for-est,  not  for- es:  nest,  not  nes:  coast, 
not  coace:  nest-lings,  not  nes-lings:  next,  not  nex:  yield,  not  yiel: 
ev-i-dent-ly,  not  ev-i-dunt-ly:  again,  (pro.  a-gen)  not  a-gin  nor  a-gane: 
birds,  not  buds:    for-get,  not  for-git:    cru-el-ty,  not  crule-ty. 

1.  In  a  remote  field,  stood  a  large  tulip  tree,  apparently  of 
a  century's  growth,  and  one  of  the  most  gigantic  of  that 
splendid  species.  It  looked  like  the  father  of  the  surround- 
ing forest.  A  single  tree,  of  huge  dimensions,  standing  all 
alone,  is  a  sublime  object. 

2.  On  the  top  of  this  tree,  an  old  eagle,  commonly  called 
the  "  Fishing  Eagle,"  had  built  her  nest  every  year,  for 
many  years,  and  unmolested  raised  her  young.  What  is 
remarkable,  as  she  procured  her  food  from  the  ocean,  this  tree 
stood  full  ten  miles  from  the  sea-shore.  It  had  long  been 
known  as  the  "  Old  Eagle  Tree." 

3.  On  a  warm,  sunny  day,  the  workmen  were  hoeing  corn 
in  an  adjoining  field.  At  a  certain  hour  of  the  day,  the  old 
eagle  was  known  to  set  off  for  the  seaside,  to  gather  food  for 
her  young.  As  she  this  day  returned  with  a  large  fish  in  her 
claws,  the  workmen  surrounded  the  tree,  and  by  yelling,  and 
hooting,  and  throwing  stones,  so  scared  the  poor  bird,  that  she 
dropped  her  fish,  and  they  carried  it  off  in  triumph. 


©- 


"® 


© © 

7G  McGUFFEY's   THIRD   READER 


4.  The  men  soon  dispersed,  but  Joseph  sat  down  under  a 
bush  near  by,  to  watch,  and  to  bestow  unavailing'  pity.  The 
bird  soon  returned  to  her  nest, without  food.  The  eaglets  at 
once  set  up  a  cry  for  food  so  shrill,  so  clear,  and  so  clamorous, 
that  the  boy  was  greatly  moved. 

5.  The  parent  bird  seemed  to  try  to  soothe  them;  but 
their  appetites  were  too  keen,  and  it  was  all  in  vain.  She 
then  perched  herself  on  a  limb  near  them,  and  looked  down 
into  the  nest  with  a  look  that  seemed  to  say,  "  I  know  not 
what  to  do  next." 

6.  Her  indecision  was  but  momentary ;  again  she  poised 
herself,  uttered  one  or  two  sharp  notes,  as  if  telling  them  to 
"lie  still,"  balanced  her  body,  spread  her  wings,  and  was 
away  again  for  the  sea  ! 

7.  Joseph  was  determined  to  see  the  result.  His  eye  fol- 
lowed her  till  she  grew  small,  smaller,  a  mere  speck  in  the 
sky,  and  then  disappeared.  What  boy  has  not  thus  watched 
the  flight  of  the  bird  of  his  country  ? 

8.  She  was  gone  nearly  two  hours,  about  double  her  usual 
time  for  a  voyage,  when  she  again  returned,  on  a  slow, 
weary  wing,  flying  uncommonly  low,  in  order  to  have  a 
heavier  atmosphere  to  sustain  her,  with  another  fish  in  her 
talons. 

9.  On  nearing  the  field,  she  made  a  circuit  round  it,  to 
see  if  her  enemies  were  again  there.  Finding  the  coast  clear, 
she  once  more  reached  the  tree,  drooping,  faint,  and  weary, 
and  evidently  nearly  exhausted.  Again  the  eaglets  set  up 
their  cry,  which  was  soon  hushed  by  the  distribution  of  a 
dinner  such  as,  save  the  cooking,  a  king  might  admire. 

10.  "  Glorious  bird  !  "  cried  the  boy  in  ecstasy,  and  aloud, 
"  what  a  spirit !  Other  birds  can  fly  more  swiftly,  others  can 
sing  more  sweetly,  others  scream  more  loudly ;  but  what 
other  bird,  when  persecuted  and  robbed,  when  weary,  when 
discouraged,  when  so  far  from  the  sea,  would  do  this  ? 

11.  "Glorious  bird!  I  will  learn  a  lesson  from  thee  to- 
day. I  will  never  forget,  hereafter,  that  when  the  spirit  is 
determined,  it  can  do  almost  any  thing.  Others  would  have 
drooped,  and  hung  the  head,  and  mourned  over  the  cruelty  of 
man,  and  sighed  over  the  wants  of  the  nestlings ;  but  thou,  by 
at  once  recovering  the  loss,  hast  forgotten  all. 


©- 


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OF   THE    ECLECTIC    SERIES. 


77 


12.  '*I  will  learn  of  thee,  noble  bird !  I  will  remember 
this.  I  will  set  my  mark  high.  I  will  try  to  do  something, 
and  to  be  something  in  the  world ;  I  will  never  yield  to 
discouragements." 

Todd. 


Questions.  —  Upon  "what  does  the  eagle  feed?  What  became 
of  the  fish  which  it  was  carrying  to  its  young  ?  What  did  it  then 
do  ?  What  do  men  often  do,  after  having  suffered  loss  and  disap- 
pointment ?  What  ought  we  to  do  ?  What  is  the  advantage  of  doing 
this  ?  Is  it  a  duty  also  ?  Do  our  duty  and  real  profit  ever  disagree  ? 
What  marks  are  those  after  "  discouragements  1 " 

Point  out  the  pronouns  in  the  last  paragraph.  What  is  a  pronoun  ? 
What  does  the  word  pronoun  mean  ?  Why  are  /  and  thee  called  Per- 
sonal Pronouns  ?    How  many  kinds  of  pronouns  are  there  ? 


ARTICULATION-. 


Rd. 

Yard, 

4 

ward, 

bird, 

order, 

3 

hardly, 

carding. 

Rj. 
Rk. 

3 

Barge, 
Ark 

3 

large, 

3 

lark, 

3 

targe, 

3 

spark, 

3 

dirge, 

3 

clerk, 

i 

forge, 

jerk, 

charger. 

3 

dirk. 

LESSON  XXII. 


1.  Surg'-es,  large  waves. 
Vol-ca'-noes,  burning  mountains. 
Ex-plo'-ding, 'throwing   out   with 

force  and  a  loud  report. 

2.  Con-vul'-sion,  commotion,  tumult. 
Myr'-i-ad,  a  very  great  number. 
Con-fia-gra'-tion,  a  great  fire. 

3.  La'-va,  melted  matter  from  a  vol- 

cano. 
4.  Dex-ter'-i-ty,  activity,  skill. 


6.  Com-bust'-i-blo,  easily  burned. 

7.  Earth'-quake,  a   shaking  of  the 

earth. 

8.  Am-phi-the'-a-ter,  a  building  of 

a  round  form  for  public  aamise- 

ments. 
A-re'-na,  an  open  spaco  of  ground. 
11.  Ca-tas'-tro-phe,   an    unfortunate 

end. 
Ob'-vi-ous-ly,  evidently. 


©' 


© @ 

78  mcquffey's  third  reader 


CONFLAGRATION  OF  AN  AMPHITHEATER. 

Remark.  —  Do  not  make  all  parts  of  a  sentence  equally  em- 
phatic. This  often  destroys  the  sense,  and  makes  your  reading 
monotonous. 

Sound  the  unaccented  e  distinctly  in  such  words  as  respect,  mis- 
erable, desperate,  interest,  &c.     See  Exercise  III,  pages  11  to  15. 

Pronounce   correctly.     Bil-lows,  not  hil-lers:  vol-ume,  (  pro.  ml- 
i  yum),  not  vol-lum:  nar-row,  not  nar-rer:  hid-e-ous,  not  hij-jus:  mixt- 
ure, not  mix-ter,  nor  mix-tshure:  fort-u,-nately,  not  for-tu-net-ly :   tre- 
mend-ous,  not  tre-men-jus,  nor  tre-men-ju-ous. 

1.  Rome  was  an  ocean  of  flame.  Ilight  and  depth  were 
covered  with  red  surges,  that  rolled  before  the  blast  like  an 
endless  tide.  The  billows  burst  up  the  sides  of  the  hills, 
which  they  turned  into  instant  volcanoes,  exploding  volumes 
of  smoke  and  fire  ;  then  plunged  into  the  depths  in  a  hun- 
dred glowing  cataracts,  then  climbed  and  consumed  again. 

2.  The  distant  sound  of  the  city,  in  her  convulsion,  went 
to  the  soul.  The  air  was  filled  with  the  steady  roar  of  the 
advancing  flame,  the  crash  of  falling  houses,  and  the  hideous 
outcry  of  the  myriads  flying  through  the  streets,  or  sur- 
rounded and  perishing  in  the  conflagration. 

3.  All  was  clamor,  violent  struggle,  and  helpless  death. 
Men  and  women  of  the  highest  rank  were  on  foot,  trampled 
by  the  rabble,  that  had  then  lost  all  respect  for  condition. 
One  dense  mass  of  miserable  life,  irresistible  from  its  weight, 
crushed  by  the  narrow  streets,  and  scorched  by  the  flames 
over  their  heads,  rolled  through  the  gates  like  an  endless 
stream  of  black  lava. 

4.  The  fire  had  originally  broken  out  upon  the  Palatine, 
and  hot  smoke,  that  wrapped  and  half  blinded  us,  hung 
thick  as  night  upon  the  wrecks  of  pavilions  and  palaces ; 
but  the  dexterity  and  knowledge  of  my  inexplicable  guide 
carried  us  on.  • 

5.  It  was  in  vain,  that  I  insisted  upon  knowing  the  purpose 
of  this  terrible  traverse.  He  pressed  his  hand  on  his  heart  in 
reassurance  of  his  fidelity,  and  still  spurred  on.  "We  now 
passed  under  the  shade  of  an  immense  range  of  lofty  build- 
ings, whose  gloomy  and  solid  strength  seemed  to  bid  defiance 
to  chance  and  time. 

§ I 


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OF   THE    ECLECTIC   SERIES.  79 

6.  A  sudden  yell  appalled  me.  A  ring  of  fire  swept  round 
its  summit:  burning  cordage,  sheets  of  canvas,  and  a  shower 
of  all  things  combustible,  flew  into  the  air  above  our  heads. 
An  urroar  followed,  unlike  all  that  I  had  ever  heard,  a 
hidei  '.is  mixture  of  howls,  shrieks,  and  groans. 

7.  The  flames  rolled  down  the  narrow  street  before  us,  and 
made  the  passage  next  to  impossible.  While  we  hesitated,  a 
huge  fragment  of  the  building  heaved  as  if  in  an  earthquake, 
and,  .fortunately  for  us,  fell  inward.  The  whole  scene  of  ter- 
ror was  then  open. 

8.  The  great  amphitheater  of  Statilius  Taurus  had  caught 
fire ;  the  stage,  with  its  inflammable  furniture,  was  intensely 
blazing  below.  The  flames  were  wheeling  up,  circle  after 
circle,  through  the  seventy  thousand  seats  that  rose  from  the 
ground  to  the  roof.  I  stood  in  unspeakable  awe  and  wonder 
on  the  side  of  this  colossal  cavern,  this  mighty  temple  of  the 
city  of  fire.  At  length,  a  descending  blast  cleared  away  the 
smoke  that  covered  the  arena. 

9.  The  cause  of  those  horrid  cries  was  now  visible.  The 
wild  beasts  kept  for  the  games,  had  broken  from  their  dens. 
Maddened  by  fright  and  pain,  lions,  tigers,  panther's,  wolves, 
whole  herds  of  the  monsters  of  India  and  Africa,  were  in- 
closed in  an  impassable  barrier  of  fire. 

10.  They  bounded,  they  fought,  they  screamed,  they  tore; 
they  ran   howling  round  and  round   the   circle  ;    they  made 
desperate  leaps  upward   through  the  blaze  ;  they  were  flung 
back,  and   fell   only  to   fasten   (heir  fangs   in   each  other,  and,  I 
with  their  parching  jaws  bathed  in  blood,  to  die  raging. 

11.  I  looked  anxiously  to  see  whether  any  human  being 
was  involved  in  this  fearful  catastrophe.  To  my  great,  relief, 
I  could  see  none.  The  keepers  and  attendants  had  obviously 
escaped.  As  I  expressed  my  gladness,  I  was  startled  by  a 
loud  cry  from  my  guide,  the  first  sound  that  I  had  heard  him 
utter. 

12.  He  pointed  to  the  opposite  side  of  the  amphitheater. 
There  indeed  sat  an  object  of  melancholy  interest;  a  man 
who  had  been  either  unable  to  escape,  or  had  determined  to 
die.  Escape  was  now  impossible.  He  sat  in  desperate 
calmness  on  his  funeral  pile.  He  was  a  gigantic  Ethiopian 
slave,  entirely  naked, 

13.  He  had  chosen  Iris  place,  as  if  in  mockery,  on  the 
imperial  throne ;  the  fire  was  above  him  and  around  him,  and 


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under  this1  tremendous  canopy  he  gazed,  without  the  move- 
ment of  a  muscle,  on  the  combat  of  the  wild  beasts  below  ; 
a  solitary  sovereign,  with  the  whole  tremendous  game  played 
for  himself,  and  inaccessible  to  the  power  of  man. 

Caoii. 


Questions.  —  Where  is  Rome?  What  is  a  conflagration? 
What  had  happened  to  Rome  ?  What  is  an  amphitheater  1  To 
whom  do  we  owe  our  preservation  from  fire,  and  from  other  calami- 
ties ? 


LESSON   XXIII. 


2.  Un-pleas'-ant,  disagreeable. 

3.  Af-foc'-tion,  love,  good  will. 

4.  Cul'rti-ya-ting,   cherishing,    en- 

couraging. 

5.  Un-pop'-u-lar,  not  pleasing  oth- 

ers. 

6.  Com-pan'-ions,  those   who  keep 

company  with  any  one. 

7.  Sac'-ri-fi-ees,  things  given  up  to ' 

oblige  others. 
Pro-mote',  advance,  forward. 
10.  Suf  '-fer-ing,  undergoing  pain. 


11.  Gen-er-os'-i-ty,  kindness,  noble- 
ness of  soul. 
Ha-bit'-n-al-ly,  customarily,    by 
frequent  practice. 
13.  Ac-com'-mo-date,  to  make  com- 
fortable. 
At-tract'-ing,drawingfo,inviting. 

15.  In-fal'-li-ble,    certain,    that    can 

not  fail. 

16.  Man'-i-fest,  to  show  plainly. 
In'-ter-course,      communicationr 

mutual  dealings. 


THE    WAY    TO    BE    HAPPY. 

Remaek.-Id  reading,  be  careful  to  avoid  holding  your  book 
directly  in  front  of  your  face,  for  this  obstructs  the  free  passage  of 
the  voice. 

Pronounce  correctly.  Un-pop-u-lar,  not  un-pop-i-lar :  sac-ri-fi- 
ces,  not  sac-ri-Jis-es,  nor  sa-cri-Jis-es :  mis-fort-une,  not  mis-for-ten: 
your,  not  yer,  as,  all  in  your  power,  not  all  in  yer  power. 

1 .  Every  child  must  observe,  how  much  more  happy  and 
beloved  some  children  are  than  others.  There  are  some 
children  you  always  love  to  be  with.  They  are  happy 
themselves,  and  they  make  you  happy. 


S> 


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OF   THE  ECLECTIC    SERIES. 


2.  There  are  others,  whose  society  you  always  avoid. 
The  very  expression  of  their  countenances  produces  unpleas- 
ant feelings.     They  seem  to  have  no  friends. 

3.  No  person  can  be  happy  without  friends.  The  heart  is 
formed  for  love,  and  can  not  be  happy  without  the  oppor- 
tunity of  giving  and  receiving  affection. 

"  'T  is  not  in  titles  nor  in  rank, 
'T  is  not  in  wealth  like  London  bank, 

To  make  us  truly  blest. 
If  happiness  have  not  her  seat 

And  center  in  the  breast, 
We  may  be  wise,  or  rich,  or  great, 

But  never  can  be  blest." 

4.  But  3^011  can  not  receive  affection,  unless  you  will  also 
give  it.  You  can  not  find  others  to  love  you,  unless  you  will 
also  love  them.  Love  is  only  to  be  obtained  by  giving  love 
in  return.  Hence  the  importance  of  cultivating  a  cheerful 
and  obliging  disposition.     You  can  not  be  happy  without  it. 

5.  I  have  sometimes  heard  a  girl  say,  "  I  know  that  I  am 
very  unpopular  at  school."  Now  this  is  a  plain  confession, 
that  she  is  very  disobliging  and  unamiable  in  her  disposition. 

6.  If  your  companions  do  not  love  you,  it  is  your  own 
fault.  They  can  not  help  loving  you,  if  you  will  be  kind 
and  friendly.  If  you  are  not  loved,  it  is  a  good  evidence  that 
you  do  not  deserve  to  be  loved.  It  is  true,  that  a  sense  of 
duty  may,  at  times,  render  it  necessary  for  you  to  do  that 
which  will  be  displeasing  to  your  companions. 

7.  But  if  it  is  seen  that  you  have  a  noble  spirit ;  that  you 
are  above  selfishness ;  that  you  are  willing  to  make  sacrifices 
of  your  own  personal  convenience,  to  promote  the  happiness 
of  your  associates ;  you  will  never  be  in  want  of  friends. 

8.  You  must  not  regard  it  as  your  misfortune,  that  others 
do  not  love  you,  but  your  fault.  It  is  not  beauty,  it  is  not 
wealth,  that  will  give  you  friends.  Your  heart  must  glow 
with  kindness,  if  you  would  attract  to  yourself  the  esteem 
and  affection  of  those  by  whom  you  are  surrounded. 

9.  You  are  little  aware,  how  much  the  happiness  of  your 
whole  life  depends  upon  the  cultivation  of  an  affectionate  and 
obliging  disposition.  If  you  will  adopt  the  resolution,  that 
you  will  confer  favors  whenever  you  have   an  opportunity, 

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you  will  certainly  be  surrounded  by  ardent  friends.  Begin 
upon  this. principle  in  childhood,  and  act  upon  it  through  life, 

J  and  you  will  make   yourself  happy,  and  promote  the  happi- 

[  ness  of  all  within  your  influence. 

"  10.  You  go  to  school  on  a  cold  winter  morning.  A  bright 
fire  is  blazing  upon  the  hearth,  surrounded  with  boys  strug- 
gling to  get  near  it'  to  warm  themselves.  After  you  get. 
slightly  warmed,  another  schoolmate  comes  in,  suffering  with 
cold.  "  Here,  James,"  you  pleasantly  call  out  to  him,  "  I 
am  almost  warm ;  you  may  have  my  place." 

11.  As  you  slip  aside  to  allow  him  to  take  your  place  at 
the  fire,  will  he  not  feel  that  you  are  kind  ?  The  worst  dis- 
positioned  boy  in  the  world  can  not  help  admiring  such 
generosity.  And  even  though  he  be  so  ungrateful  as  to  be 
unwilling  to  return  the  favor,  you  may  depend  upon  it,  that 
he  will  be  your  friend,  as  far  as  he  is  capable  of  friendship. 
If  you  will  habitually  act  upon  this  principle,  you  will  never 
want  for  friends. 

12.  Suppose,  some  day,  you  were  out  with  your  com- 
panions playing  ball.  A  her  you  had  been  playing  for  some 
time,  another  boy  comes  along.  He  can  not  be  chosen  upon 
either  side,  for  there  is  no  one  to  match  him.  "  Henry," 
you  say,  "you  may  take  my  place  a  little  while,  and  I  will 
rest." 

13.  You  throw  yourself  down  upon  the  grass,  while 
Henry,  fresh  and  vigorous,  takes  your  bat  and  engages  in  the 
game.  He  knows  that  you  gave  up  to  accommodate  him  ; 
and  how  can  he  help  liking  you  for  it?  The  fact  is,  that 
neither  man  nor  child  can  cultivate  such  a  spirit  of  generosity 
and  kindness,  without  attracting  affection  and  esteem. 

14.  Look  and  see  which  of  your  companions  have  the 
most  friends,  and  you  will  tind,  that  they  are  those  who  have 
this  noble  spirit ;  who  are  willing  to  deny  themselves,  that 
they  may  make  their  associates  happy.  This  is  not  peculiar 
to  childhood.  It  is  the  same  in  all  periods  of  life.  There  is 
but  one  way  to  make  friends ;  and  that  is,  by  being  friendly 
to  others. 

15.  Perhaps  some  child  who  reads  this,  feels  conscious  of 
being  disliked,  and  yet  desires  to  have  the  affection  of  his 
companions.  You  ask  me  what  you  shall  do.  I  will  tell 
you.     1  will   give  you  an   infallible  rule.     Do   all   in    your 

_„ ,0 


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OF    THE    ECLECTIC    SERIES. 


83 


power  to  make  others  happy.  Be  willing  to  make  sacrifices 
of  your  own  convenience,  that  you  may  promote  the  happi- 
ness of  others. 

16.  This  is  the  way  to  make  friends,  and  the  only  way. 
When  you  are  playing  with  your  brothers  and  sisters  at 
home,  be  always  ready  to  give  them  more  than  their  share  of 
privileges.  Manifest  an  obliging  disposition,  and  they  can 
not  but  regard  you  with  affection.  In  all  your  intercourse 
with  others,  at  home  or  abroad,  let  these  feelings  influence 
you,  and  you  will  receive  a  rich  reward. 

Child    at    Home. 


Questions. — How  can  "we  secure  the  love  and  esteem  of  our 
companions  ?  Can  young  people  expect  to  enjoy  the  favor  of  their 
friends  unless  their  conduct  is  ■worthy  of  it  ?  What  mark  is  that 
placed  before  the  t,  in  the  word  "  T  is "  in  the  first  line  of  the 
poetry  ?    What  does  it  show  ? 

What  adjective  is  repeated  three  times  in  the  first  paragraph  ? 
What  noun  is  repeated  three  times  ?  How  many  verbs  are  there  in 
the  same  paragraph  ?  What  is  a  verb  ?  What  does  the  word  verb 
mean  1     Why  is  it  so  called  ?     See  Pinneo's  Primary  Grammar. 


ARTICULATION". 

s 

3 

3 

3 

3 

Kl. 

Marl, 

snarl, 

pearl, 

early, 

curly, 

burly. 

3 

4 

6 

4 

3 

3 

Km. 

Firm, 

warm, 

worm, 

swarm, 

army, 

former. 

3 

3 

3 

3 

4 

n 

Kn. 

Barn, 

yarn, 

stern, 

born, 

warn, 

earnest. 

LESSON  XXIV. 


6- 


Blast,  a  gust  of  wind. 
Am-bi'-tion,   desire   of   honor   or 

power. 
Im-ag-in-a'-tion,  a  power  of   the 

mind  which  forms  fanciful  ideas. 
Schemes,  plans. 


Be-tray',  to  deceive  one  who  trusts. 

Dupes,  those  who  are  fooled  or 
deceived. 

Crit'-ic,  one  who  judges  of  liter- 
ary works. 

Vends,  sells. 


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HOLLOW,    HOLLOW. 

Remark. —  Be  careful,  in  this  lesson,  to  pronounce  correctly  the 
words  hnllow,  follow,  swallow,  not  holler,  toiler,  smaller.  See  Exercise 
IV,  page  17. 

Articulate  clearly.  Blast,  not  Mass:  oft,  not  off:  vends,  not 
vans:  friend,  not  frien:  hand,  not  han:  de-ceit,  not  d'eeit. 

1.  I  stood  beneath  a  hollow  tree, 

The  blast  it  hollow  blew  ; 
I  thought  upon  the  hollow  world, 

And  all  its  hollow  crew, 
Ambition  and  its  hollow  schemes, 

The  hollow  hopes  Ave  follow  ; 
Imagination's  hollow  dreams, 

All  hollow,  hollow,  hollow ! 

2.  A  crown  it  is  a  hollow  thing, 

And  hollow  heads  oft  wear  it ; 
The  hollow  title  of  a  king, 

What  hollow  hearts  oft  bear  it ! 
No  hollow  wiles,  nor  honey  'd  smiles, 

Of  ladies  fair  I  follow  ; 
For  beauty  sweet  still  hides  deceit, 

'T  is  hollow,  hollow,  hollow  ! 

3.  The  hollow  leader  but  betrays 

The  hollow  dupes  who  heed  him  ; 
The  hollow  critic  vends  his  praise 

To  hollow  fools  who  feed  him  ; 
The  hollow  friend  who  takes  your  hand, 

Is  but  a  summer  swallow  ; 
Whate  'er  I  see  is  like  this  tree, 

All  hollow,  hollow,  hollow ! 

Anonymous. 


Questions.' — How  does  this  lesson  represent  the  world  ?  Are 
there  not  some  honest-hearted  persons  in  the  "world  ?  Ought  not  all 
to  be  so?  What  do  you  understand  by  "ambition's  schemes?" 
How  do  these  prove  to  be  hollow  or  -worthless  ?  What  is  meant  by 
"  imagination's  dreams  ?  "  How  do  these  prove  hollow  ?  In  what 
respect  are  friends  often  like  summer  swallows  ?  What  word  can  you 
substitute  for  "  vends  ?  "  What,  for  "  dupes  ? "  What  note  is  that 
after  the  last  word  "  hollow  1 " 

What  letters  are  silent  in  thought?  (page  48.)  In  hollow?  (page  50.) 
In  dreams  ?  (page  32.)  By  the  addition  of  what  affix  is  leader  formed  ? 
(page  105.)     See  McGuffey's  Spelling-book  at  the  pages  referred  to  above. 


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85 


LESSON    XXV. 


1.  Ceil'-ing,  the   inner  covering  of 

the  top  of  a  room. 
4.  Un-doubt'-ed-ly,  certainly. 

6.  Ex-pla-na'-tion,  the  act  of  mak- 

ing plain.       [which  magnifies. 

7.  Mi'-cro-scope,     an      instrument 

8.  Ob-serv'-ing,  taking  notice  of. 
10.  Hcr'-cu-les,  a  hero  of  the  ancients 

celebrated  for  his  strength. 
14.  Hur'-ri-canc,  a  violent  -wind. 


Wil'-der-ncss,  a  tract  of  country 
where  no  one  lives,  a  desert. 
16.  Crev'-ice,  a  crack,  an  opening. 
19.  Vac'-u-um,  an  empty  space. 
25.  Ho-ri'-zon,  the  circle  where  the 
earth  and  sky  seem  to  meet. 

31.  Dis-tin'-guish-ed,  famous,  great. 
Pol'-ish-ed,  made    smooth    and 

glossy. 
i 

32.  In-gen'-ious,  skillfully  contrived. 


HOAV    A    ELY    WALKS    ON    THE    CEILING. 

Remark. — Endeavor  always  to  adapt  your  mode  of  reading  to 
the  subject  and  the  style  of  "writing. 

IT t tee  each  letter  distinctly.  Phi-los-o-phy,  not  ph'los'phy:  li- 
bra-ry,  not  li-bi-'y:  coun-te-nance,  not  counV nance :  dif-fi-cult,  not 
dif'cuU:  ren-der-ing,  not  ren-d'ring.  See  Exercises  on  the  vowels, 
pages  16,  17. 

1.  "  Papa,  will  you  explain  to  us  the  means  by  which 
flies  are  enabled  to  ascend  a  pane  of  glass,  and  walk  with 
ease  along  the  ceiling  of  the  room  ?  You  know  you  told  us 
the  other  day  you  would  do  so." 

2.  "  Well,  Harriet,  I  will  try ;  though  I  am  not  sure  that 
I  shall  be  able  to  make  you  understand  me." 

3.  "  Oh,  never  fear  that,"  exclaimed  Harriet  and  her  two 
little  brothers  at  the  same  time ;  "  we  can  surely  understand 
how  a  fly  walks  ;  it  must  be  very  simple." 

4.  "  Undoubtedly  very  simple,  but  it  requires  some  pre- 
vious knowledge  of  philosophy." 

5.  "  Oh,  if  the  walking  of  a  fly  or  musketo  is  at  all  con- 
nected with  philosophy,  I  assure  you  I  shall  want  to  know 
nothing  about  it,  for  I  hate  philosophy,  it  is  such  dry  stuff." 

6.  "  Papa,  never  mind  my  sister,"  said  William.  "  James 
and  I  want  very  much  to  understand,  and  Harriet  need  not 
stay  to  hear  the  explanation,  if  she  does  not  wish  to." 

7.  "  Well,  my  boys,  come  to  the  library.  I  have  just  ar- 
ranged my  solar  microscope,  to  show  you  the  foot  and  the  leg 


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88  mcguffey's  third  reader 

of  a  fly,  and  some  other  curious  things.  I  have  likewise  my 
air-pump  ready,  which  will  help  to  explain  what  you  want 
to  know." 

8.  Harriet  looked  a  little  disappointed,  and  wished  that  she 
had  not  pronounced  so  decidedly  against  philosophy,  for  she 
was  very  fond  of  seeing,  and  only  disliked  the  labor  of  study- 
ing. Her  papa,  observing  the  moody  expression  of  her 
lively  countenance,  said,  "  I  wish  you,  William,  to  try  and 
persuade  your  sister  to  overcome  so  much  of  her  dislike  to 
philosophy,  for  the  present,  as  to  accompany  us  to  the  li- 
brary." William  had  no  difficult  task  to  perform,  and  in  a 
minute  they  were  all  seated  in  the  library,  eager  to  hear  all 
that  could  be  said  about  the  little  pedestrian. 

9.  The  father  began :  "  My  children,  the  fly,  every  time 
he  moves  his  foot,  performs  a  philosophical  experiment, 
similar  in  every  respect,  to  that  which  I  now  show  you,  by 
moving  the  handle  of  the  air-pump.  You  perceive  that  this 
glass  vessel,  which  is  put  on  this  brass  plate,  now  adheres  so 
firmly  to  it,  that  I  am  unable  to  force  it  away." 

10.  "How  wonderful!"  exclaimed  Harriet.  "It  is  as  fast 
to  the  plate,  as  the  friend  of  Hercules  that  I  read  about  the 
other  day,  was  to  the  stone  on  which  he  sat,  in  the  drear 
dominions  of  Pluto." 

11.  "  How  is  this  done,  father  ?  It  looks  like  some  con- 
jurer's trick.  I  see  nothing  pressing  upon  the  glass  to  cause 
it  to  stick  so  fast." 

12.  "  Though  you  can  not  see  it,  I  assure  you  there  is 
some  thing  pressing  very  hard  all  around  it,  and  that  is  the 
air." 

13.  "You  astonish  me.  Has  the  air  weight?  I  never 
heard  of  that  before.  I  shall  never  say  again,  '  as  light  as 
air.'  " 

14.  "But  you  have  heard  of  hurricanes  sweeping  away 
forests  and  houses,  and  rendering  the  countries  over  which 
they  passed,  a  wilderness :  and  in  truth,  they  are  almost  as 
much  to  be  dreaded  as  earthquakes,  and  a  hurricane  is  only 
air  put  in  motion." 

15.  "I  have  been  very  stupid  not  to  find  out,  that  air  has 
weight.  But  how  is  it  that  we  do  not  feel  it,  papa  ?  "  "  To 
be  sure,"  continued  Harriet,  "  if  it  was  so  heavy  it  would  pin 
us  to  the  earth,  as  Prometheus  was  fastened  to  the  rock  ;  and 
then  we  should  be  in  a  pretty  condition,  I  think.  How  will 
you  answer  that,  papa  ?  " 

© & 


»■— — : 

I                                    OF    THE    ECLECTIC    SERIES.                             87 
) . . 

16.  "I  have  hid  a  more  puzzling  question  to  answer,  I 
assure  you.  The  air  is  a  very  subtile  fluid,  and  finds  its  way 
into  every  crevice ;  and  one  of  its  properties  is,  that  it 
presses  equally  in  all  directions ;  up,  and  down,  and  side- 
ways, with  equal  force.  We  only  perceive  its  weight,  when 
we  remove  the  air  from  one  side  of  a  body,  so  as  to  cause 
the  whole  weight  to  be  upon  the  other. 

17.  "  From  this  glass  vessel  I  withdrew  the  air  that  was  in 
the  inside  of  it,  and  which  pressed  it  upward  with  a  force 
exactly  equal  to  thai  with  which  the  air  above  pressed  down- 
ward, and  then  the  whole  weight  of  the  atmosphere  pressing 
in  one  direction,  kept  it  firmly  attached  to  the  brass  plate." 

18.  "  That  is  a  very  beautiful  arrangement,"  cried  William, 
"  I  shall  never  breathe  the  air  again,  witiiout  thinking  of  its 
wonderful  properties." 

19.  "I  will  take  off  this  vessel  and  put  this  one  on,  which 
is  open  at  both  ends ;  now  put  your  hand,  Harriet,  on  the 
upper  end,  and  I  will  cause  a  slight  vacuum  to  take  place,  so 
that  you  may  feel  the  pressure." 

20.  "  Stop,  father,  you  will  crush  my  hand  to  pieces,  if 
vou  move  that  handle  another  time.  Do  look  at  my  hand, 
William  ;  the  gripe  of  a  giant  would  be  nothing  to  that. 

21.  William  tried  the  experiment  himself.  "  How  heavy 
is  the  atmosphere,  papa?  I  should  like  to  know  that." 

22.  "  It  is  very  heavy ;  it  presses  upon  the  surface  of  all 
bodies  near  the  level  of  the  ocean,  with  a  force  equal  to  four- 
teen pounds  on  every  square  inch. 

23.  "  But  I  will  perform  another  experiment,  showing  the 
pressure  of  the  atmosphere.  I  place  this  glass  vessel,  which 
is  open  at  both  ends,  on  the  plate  of  the  air-pump ;  on  the 
top  of  it  I  place  the  piece  of  glass,  which  is  so  closely  fitted 
as  to  exclude  the  air.     I  now  withdraw  the  air  from  under  it." 

24.  "  What  a  crash,  father,"  exclaimed  William  and  Har- 
riet at  the  same  instant,  as  the  glass  was  shivered  to  pieces  by 
the  weight  of  the  air. 

25.  "I  think  you  can  now  understand  that  if  a  fly  has 
the  power  to  extract  the  air  from  his  feet  as  he  moves  along, 
the  pressure  of  the  atmosphere  is  sufficient  to  hold  him  fast 
to  any  surface,  however  smooth,  and  however  much  inclined 
to  the  horizon." 

28.   "  If  the   fly  can  do  that,  he  is  more  of  a  philosopher 
than  1  took  him  to  be,"  said  William.     "  But  I  am  impatient 
to  see  how  the  little  fellow  accomplishes  the  feat." 
@ © 


MCGUFFEY  S   THIRD   READER 


27.  "  Here  is  the  leg  of  a  common  fly,  that  I  have  placed 
in  the  solar  microscope,  which  I  bring  to  the  proper  focus. 
It  is  now  so  much  magnified,  that  we  can  examine  the  various 
parts  of  it  with  ease." 

28.  "  What  a  strange  looking  thing  it  is,  and  so  large !  my 
arm  is  nothing  to  it.  How  I  should  like  to  see  an  elephant 
put  into  a  microscope." 

29.  "  What  an  idea,  Harriet !  Why,  it  would  appear  as 
large  as  one  of  the  Alps,"  exclaimed  William. 

30.  "  We  only  use  microscopes  to  examine  bodies  that  are 
too  delicate  for  the  eye ;  but  you  will  observe  that  the  leg  is 
hollow,  for  there  is  a  line  of  light  running  up  the  middle  of  it, 
which  you  can  easily  perceive.  At  the  foot,  you  can  dis- 
tinctly observe  a  flap  or  membrane,  to  which  are  attached  two 
points,  one  in  front,  and  the  other  behind.  These  the  fly  can 
move  at  pleasure,  and  can  extend  or  contract  the  flap  just  as 
he  pleases. 

81.  "When  Mr.  Fly,  then,  wishes  to  pay  a  visit  of  cere- 
mony to  a  distinguished  acquaintance,  or  to  move  with  gravity 
around  his  fair  one,  without  the  trouble  of  raising  himself  in 
the  air,  he  stretches  out  these  points,  tightens  the  flap,  draws 
the  air  from  under  it,  and  moves  along  the  polished  surface  of 
the  glass,  with  as  much  ease  and  security  as  you  can  on  the 
broad  gravel-walk  in  the  garden." 

32.  "  How  delightful !  How  beautiful !  How  ingenious !  " 
they  all  exclaimed  at  once.  "  I  shall  never  see  a  fly  again 
without  interest." 

Pearl. 


Questions.  —  What,  is  the  subject  of  this  lesson?  What  ex- 
periment does  the  fly  perform  with  his  foot  ?  What  is  philosophy  ? 
Is  it  important  that  children  should  possess  philosophical  knowl- 
edge? Has  air  weight?  What  is  an  air-pump?  Of  what  use  are 
microscopes  ?  Do  you  not  think  there  is  pleasure  as  well  as  profit  in 
studying  philosophy  ? 

Will  you  name  the  nouns,  in  the  14th  paragraph,  which  are  in 
the  plural  number?  Those  in  the  16th  paragraph,  which  are  in  the 
singular  number  ?  How  is  the  plural  of  nouns  generally  formed  ? 
What  are  the  exceptions  ?     See  Pinneo's  Primary  Grammar. 


-® 


<■> 


OF    THE    ECLECTIC    SERIES. 


89 


ARTICULATION. 


Rt. 

Skirt, 

flirt, 

i 
port, 

3 

extort, 

3 

party. 

Rch. 

3 

Starch, 

i 

porch, 

3 

scorch, 

3 

lurch, 

3 

archly 

LESSON  XXVI. 


2.  Re-sound'-ed,    echoed,    sounded 

back. 
Viv'-id,  bright. 

4.  A-ba'-ted,  lessened,  decreased. 

5.  In-eon-sid'-er-ate,  rash,  thought- 

less. 

6.  Ex-ela-ma'-tion,  a  loud  outcry. 
S.  Aug-ment'-ed,  increased. 

Fe-ro'-cious,  savage,  wild. 
Re-demp'-tion,  deliverance. 
10.  Il-lu'-min-a-tcd,  made  light. 


Glar'-ing,  shining. 
Pen'-e-tra-ted,  entered,  reached, 
into. 
12.  Im-pet'-u-ous,  furious,  violent. 

16.  Ap'-er-ture,  an  opening. 

17.  Mus'-cle,  the  fleshy  part  of  the 

body. 

18.  An-nounc'-ed,  made  known. 
Con-firm'-ed,  strengthened. 

19.  Sur-pass'-ed,  exceeded,  went  be- 

yond. 


A    CONTEST    WITH    TIGERS. 

Remark.  —  Never  neglect  to  pronounce  the  little  words  distinctly, 
because  they  are  little.     Much  sometimes  depends  upon  them. 

Sound  the  d  distinctly  in  wind,  around,  and,  found,  sound,  &c. 
See  Exercise  IV,  page  18. 

Pronounce  correctly.  In-dian,  (pro.  Ind'-yan),  not  r,i.-jun: 
nio-ment-a-ry,  not  mo-munt-a-ry :  vent-ur'd,  (pro.  vent-yur'd),  not  ven- 
ter'd:  cav-ern,  not  cav-un:  ex-tra-or-di-na-ry  (pro.  ex-tror-di-na-ry) , 
fort-u-nate-ly,  not  fort-er-nit-ly  nor  for-tshu-nil-ly :  tre-men-dous,  not 
tre-men-di-ous:  en-trance,  not  cn-trunce:  get-ting,  not  git-ting. 

1.  On  leaving  the  Indian  village,  we  continued  to  wind 
around  Chimborazo's  wide  base.  A  dense  fog  was  now 
gathering  around  it,  and  its  snow-covered  head  was  hid  from 
our  view.  Our  guides  looked  anxiously  about,  and  an- 
uounced  their  apprehension  of  a  violent  storm. 

■&<j——S' ' 


-.1? 


GO  ML'GUFFEY'S  third  reader 

2.  We  soon  found  that  their  fears  were  well  founded. 
The  thunder  began  to  roll,  and  resounded  through  the  moun- 
tainous passes  with  the  most  terrific  grandeur.  Then  came 
the  vivid  lightning;  flash  following  flash — above,  around, 
beneath — every  where  a  sea  of  lire. 

3.  We  sought  a  momentary  shelter  in  a  cleft  of  the  rocks, 
while  one  of  our  Indian  guides  hastened  forward  to  seek  a 
more  secure  asylum.  In  a  short  time,  he  returned,  and  in- 
formed us  that  he  had  discovered  a  spacious  cavern,  which 
would  afford  us  sufficient  protection  from  the  storm.  We 
proceeded  thither  immediately  ;  and  with  great  difficulty,  and 
not  a  little  danger,  we  at  last  got  into  it. 

4.  When  the  storm  had  somewhat  abated,  our  guides  ven- 
-tured  out,  in  order  to  ascertain  if  it  were  possible  to  continue 
our  journey.  The  cave,  in  which  we  had  taken  refuge,  was 
so  extremely  dark,  that  if  we  moved  a  few  paces  from  the 
entrance,  we  could  hardly  see  an  inch  before  us ;  and  we 
were  debating  as  to  the  propriety  of  leaving  it,  even  before 
the  Indians  came  back,  when  we  suddenly  heard  a  singular 
groaning  or  growling  in  the  further  end  of  the  cavern,  which 
instantly  fixed  all  our  attention. 

5.  Wharton  and  myself  listened  anxiously ;  but  our  daring 
and  inconsiderate  young  friend  Lincoln,  together  with  my 
huntsman,  crept  about  upon  their  hands  and  knees,  and  en- 
deavored to  discover,  by  groping,  from  whence  the  sound 
proceeded. 

6.  They  had  not  advanced  far  into  the  cavern,  before  we 
heard  them  utter  an  exclamation  of  surprise  ;  and  they  re- 
turned to  us,  each  carrying  in  his  arms  an  animal,  singularly 
marked,  and  about  the  size  of  a  cat,  seemingly  of  great  strength 
and  power,  and  furnished  with  immense  fangs.  The  eyes 
were  of  a  green  color ;  strong  claws  were  upon  their  feet,  and 
a  blood-red  tongue  hung  out  of  their  mouths. 


7.  Wharton  had  scarcely  glanced  at  them,  when  he  ex- 
claimed in  consternation,  "  We  have  come  into  the  den  of 
a — "  He  was  interrupted  by  a  fearful  cry  of  dismay  from  f 
our  guides,  who  came  rushing  precipitately  toward  us,  calling 
out,  "  A  tiger  !  a  tiger  !  "  and,  at  the  same  time,  with  extra- 
ordinary rapidity,  they  climbed  up  a  cedar  tree,  which  stood 
at  the  entrance  of  the  cave,  and  hid  themselves  among  the 
branches. 


-© 


OF   THE   ECLECTIC   SERIES. 


91 


8.  Wharton  called  us  to  assist  him  instantly  in  blocking  up 
the  mouth  of  the  cave  with  an  immense  stone,  which  fortu- 
nately lay  near  it.  The  sense  of  approaching  danger  aug- 
mented our  strength ;  for  we  now  distinctly  heard  the  growl 
of  the  ferocious  animal,  and  we  were  lost  beyond  redemption, 
if  he  reached  the  entrance  before  we  could  get  it  closed. 


9.  Ere  this  was  done,  we  could  distinctly  see  the  tiger 
bounding  toward  the  spot,  and  stooping  in  order  to  creep  into 
his  den  by  the  narrow  opening.  At  this  fearful  moment,  our 
exertions  were  successful,  and  the  great  stone  kept  the  wild 
beast  at  bay. 

10.  There  was  a  small  open  space,  however,  between  the 
top  of  the  entrance  and  the  stone,  through  which  we  could 
see  the  head  of  the  animal  illuminated  by  his  glowing  eyes, 
which  he  rolled  glaring  with  fury  upon  us.  His  frightful 
roaring  penetrated  to  the  depths  of  the  cavern,  and  was  an- 
swered by  the  hoarse  growling  of  the  cubs. 

11.  Our  ferocious  enemy  attempted  first  to  remove  the 
stone  with  his  powerful  claws,  and  then  to  push  it  with  his 
head  from  its  place ;  and  these  efforts,  proving  useless,  only 
served  to  increase  his  wrath.  He  uttered  a  tremendous, 
heart-piercing  howl,  and  his  flaming  eyes  darted  light  into  the 
darkness  of  our  retreat. 

12.  He  went  backward  and  forward  before  the  entrance  of 
the  cave,  in  the  most  wild  and  impetuous  manner ;  then  stood 
still,  and  stretching  out  his  neck  in  the  direction  of  the  forest, 
broke  forth  in  a  deafening  howl. 


©- 


-® 


@ — . . — . g 

92  mcguffey's  third  reader 


13.  Our  two  Indian  guides  took  advantage  of  this  oppor- 
tunity to  discharge  several  arrows  from  the  tree.  He  was 
struck  more  than  once ;  but  the  light  weapons  bounded  back 
harmless  from  his  skin.  At  length,  however,  one  of  them 
struck  him  near  the  eye,  and  the  arrow  remained  sucking  in 
the  wound. 

14.  He  now  broke  anew  into  the  wildest  fury,  sprang  at 
the  tree,  and  tore  it  with  his  claws,  as  if  he  would  have 
dragged  it  to  the  ground.  But  having,  at  length,  succeeded  in 
getting  rid  of  the  arrow,  he  became  more  calm,  and  laid  him- 
self down,  as  before,  in  front  of  the  cave. 

15.  One  of  our  party  had  strangled  the  two  cubs,  and,  be- 
fore we  were  aware  of  what  he  intended,  he  threw  them 
through  the  opening  to  the  tiger.  No  sooner  did  the  animal 
perceive  them,  than  he  gazed  earnestly  upon  them,  and  began 
to  examine  them  closely,  turning  them  cautiously  from  side  to 
side.  As  soon  as  he  became  aware  that  they  were  dead,  he 
uttered  so  piercing  a  howl  of  sorrow,  that  we  were  obliged  to 
put  our  hands  to  our  ears. 

16.  The  thunder  had  now  ceased,  and  the  storm  had  sunk 
to  a  gentle  gale ;  the  songs  of  birds  were  again  heard  in  the 
neighboring  forest,  and  the  sunbeams  sparkled  in  the  drops 
that  hung  from  the  leaves.  We  saw,  through  the  aperture, 
how  all  nature  was  reviving,  after  the  wild  war  of  elements, 
which  had  so  recently  taken  place ;  but  the  contrast  only 
made  our  situation  more  horrible. 

17.  The  tiger  had  laid  himself  down  beside  his  whelps. 
He  was  a  beautiful  animal,  of  great  size  and  strength  ;  and 
his  limbs  being  stretched  out  at  their  full  length,  displayed  his 
immense  power  of  muscle.  A  double  row  of  great  teeth 
stood  far  enough  apart  to  show  his  large,  red  tongue,  from 
which  the  white  foam  fell  in  great  drops. 

18.  All  at  once,  another  roar  was  heard  at  a  distance,  and 
the  tiger  immediately  rose  and  answered  it  with  a  mournful 
howl.  At  the  same  instant,  our  Indians  uttered  a  cry,  which 
announced  that  some  new  danger  threatened  us.  A  few 
moments  confirmed  our  worst  fears ;  for  another  tiger,  not 
quite  so  large  as  the  former,  came  rapidly  toward  the  spot 
where  we  were. 

19.  The  howls  which  the  tigress  gave  when  she  had  ex- 
amined the  bodies  of  her  cubs,  surpassed  every  thing  horrible 
that  we  had  yet  heard ;  and   the  tiger  mingled  his  mournful 


6- 


0- 


•<? 


OF   THE   ECLECTIC    SERIES- 


93 


cries  with  hers.  Suddenly  her  roaring  was  lowered  to  a 
fierce  growling,  and  we  saw  her  anxiously  stretch  out  her 
head,  extend  her  wide  and  smoking  nostrils,  and  look  as  if 
she  were  determined  to  discover  immediately  the  murderers  of 
her  young. 

20.  Her  eyes  quickly  fell  upon  us,  and  she  made  a  spring 
forward,  with  the  intention  of  penetrating  to  our  place  of 
refuge.  Perhaps  she  might  have  been  enabled,  by  her  im- 
mense strength,  to  push  away  the  stone,  had  we  not,  with  all 
our  united  power,  held  it  against  her. 

21.  When  she  found  that  all  her  efforts  were  fruitless,  she 
approached  the  tiger,  which  lay  stretched  out  beside  his  cubs, 
and  he  rose  and  joined  in  her  hollow  roarings.  They  stood 
together  for  a  few  moments,  as  if  in  consultation,  then  sud- 
denly went  off  at  a  rapid  pace,  and  disappeared  from  our 
sight.  Their  howling  died  away  in  the  distance,  and  then 
entirely  ceased. 

22.  Our  Indians  descended  from  their  tree,  and  called  upon 
us  to  seize  the  only  possibility  of  our  yet  saving  ourselves  by 
instant  flight ;  for  that  the  tigers  had  only  gone  round  the 
hight  to  seek  another  inlet  to  the  cave,  with  which  they  were, 
no  doubt,  well  acquainted.  In  the  greatest  haste,  the  stone* 
was  pushed  aside,  and  we  stepped  forth  from  what  we  had 
considered  a  living  grave. 

Edin.    Lit.    Journal. 


Question    .- — Will  you  relate  this  story?    Where  is  Chlmbo- 
razo  ?    Does  the  country  abound  with  wild  animals  ?    What  is  th 
native  disposition  of  the  tiger  1     Are  they  ever  tamed  ? 


LESSON    XXVII. 


1.  In-tel'-li-gent,  sensible,  well  in- 

formed. 

2.  Ram'-bling,  wandering  about. 
Ma-jes'-tie-al-ly,  with  dignity. 

i.  Be-nev'-o-lent,  kind,  generous. 
At'-mos-phere,  the  air  and  vapor 
which  surround  the  earth. 


6.  Oc-cur'-rence,  any   event  which 

happens. 
9.  Nbx'-ious,  injurious,  destructive. 
12.  Ap-pall'-ing,  alarming. 
15.  En-vel'-oped,  wrapped    up,  sur- 
rounded on  all  sides. 
Mi-rac'-u-lous,   wonderful,   by   a 
miracle. 


<® 


94  mcguffey's  third  reader 

the  thunder  storm. 

K  e  if  A  B,  E  .— -  Articulate  every  word  distinctly,  and  be  careful  to 
give  such  emphasis  as  the  seuse  requires. 

Do  not  omit  the  final  g  in  the  following  words  found  in  this 
lesson :  rambling,  threatening,  rolling;  approaching,  ligldning,,  blessing, 
notwithstanding,  asking,  startling,  <tc.     See  Exercise  IV,  page  18. 

1.  On  a  fair  morning,  in  the  latter  part  of  the  sultry  month 
of  July,  James  Blount,  an  amiable  and  intelligent  lad  of 
fifteen,  in  company  with  his  cousin  Henry,  much  younger 
than  himself,  walked  out  in  pursuit  of  berries. 

2.  After  some  hours'  rambling,  Henry  became  much 
alarmed  at  the  threatening  aspect  of  the  weather.  The  sky 
became  suddenly  overcast  with  winds  and  clouds ;  the  rolling 
thunder  began  to  be  heard  at  a  distance,  and  a  dark,  dense 
cloud,  rising  slowly  and  majestically  from  the  west,  gave 
strong  indications  of  an  approaching  tempest. 

3.  "James,"  exclaimed  Henry,  with  much  anxiety,  "what 
shall  we  do  here  in  this  wide  and  open  pasture,  so  far  from 
home  ?  How  much  I  wish  there  was  no  such  thing  in  nature 
as  thunder  and  lightning." 

4.  "  Henry,"  replied  James,  "  that  is  a  very  wrong  and 
wicked  -wish.  All  the  works  of  God  are  founded  in  wisdom, 
and  are  calculated  to  answer  some  benevolent  purpose  ;  and'did 
you  but  understand  the  importance  of  lightning  to  our  atmos- 
phere, you  could  not  but  consider  it  one  of  the  most  essential 

|  blessings  our  world  enjoys." 

5.  "  Blessing  ?  "  said  Henry,  "  can  that  be  called  a  blessing, 
which  destroys  men's  lives,  and  sometimes  burns  up  houses 
and  other  buildings  ?  Only  think,  how  often  we  hear  of 
people  and  beasts'  being  killed,  and  buildings'  burnt  by  light- 
ning." 

8.  "  I  freely  admit,"  said  James,  "  that  such  awful  occur- 
rences sometimes  take  place.  But  come,  it  already  begins  to 
rain,  and  we  must  seek  a  shelter,  where  I  will  endeavor  to 
explain  to  you  what  appears  so  contradictory." 

7.  "  But  where  shall  we  go,"  asked  Henry  ;  "  shall  we 
run  to  that  tall,  shady  tree  yonder?"  "No,"  replied  James, 
"we  must  not  go  there."  "  Well,  then,  shall  we  run  to  that 
barn,  that  stands  on  the  hill  yonder?"  "No,"  answered 
James,  "  neither  must  we    go  there."     "  But  what   do    you 

&~- = — ® 


@- 


OF   THE  ECLECTIC    SERIES.  95 

mean  1 "  asked    Henry,    pettishly ;    "  where    shall   we    go, 
then  ? " 

8.  "  I  will  tell  you,"  said  James,  "  where  we  must  go; 
and  after  we  get  there,  I  will  tell  you  what  I  mean.  Let  us 
run  to  yonder  thick  cluster  of  under-brush,  and  take  shelter 
beneath  its  foliage."  Accordingly,  they  hastened  to  the  spot, 
and  found  a  tolerably  safe  retreat  from  the  rain.  After  resting 
a  few  moments,  James  said,  "  I  will  now  endeavor  to  explain 
to  you,  Henry,  why  you  should  consider  lightning  a  blessing, 
rather  than  a  calamity. 

9.  "In  the  first  place,  you  must  understand,  that  the  atmos- 
phere, or  air  which  we  breathe,  is  continually  poisoned  with 
noxious  vapors,  arising  from  the  earth,  and  whenever  it  be- 
comes overloaded  with  these  vapors,  disease  and  death  will 
follow.  Now,  lightning  burns  up  these  poisonous  vapors,  and 
renders  the  air  pure  and  wholesome. 

10.  "  Notwithstanding  the  frequent  instances  of  the  awful 
effects  of  lightning  in  destroying  life,  &c,  to  which  you  have 
alluded,  yet  consider,  for  a  moment,  how  small  is  the  number 
of  people  thus  killed,  when  compared  with  the  great  mass  of 
mankind,  who  are  enabled  to  live  and  breathe,  in  consequence 
of  the  purity  of  the  air  produced  by  this  self-same  agent, 
lightning. 

11.  "  Besides,  you  might,  with  the  same  propriety,  complain 
of  the  wind  and  the  waves,  which  so  often  prove  destructive 
to  human  life  and  property.  But  who  would  dare  to  wish 
that  the  winds  might  cease  to  blow,  or  the  waters  of  the  rivers 
and  oceans  might  be  dried  up  ?  Let  us  not  be  unthankful  for 
these  great  blessings,  merely  because  some  remote  and  pos- 
sible evil  may  be  connected  with  them." 

12.  "I  perceive,  and  candidly  confess  my  error,"  said 
Henry;  "but  pray  inform  me,  James,  why  you  objected  to 

going  to  that  tree  for  shelter ;  it  was  full  as" At  that 

moment,  a    tremendous   crash  was  heard  not  far  from  them, 
immediately  followed  by  an  appalling  clap  of  thunder. 

13.  They  looked  toward  the  tree,  about  which  Henry  was 
just  speaking,  and  beheld  it  riven  from  the  top  to  its  very 
roots,  with  many  of  its  branches  scattered  about  the  ground. 
"  There,"  said  James,  "  is  a  better  answer  to  the  question 
you  were  about  asking,  than  was  in  my  power  to  give  you. 
You  will  now  understand,  that  it  is  extremely  dangerous  to 
take  refuge,  during  a    thunder   storm,  under  a  tree   of  any 


© 0 

j  96  Mf-GUFFEl's    THIRD    READER 

|  kind  ;  and  more  especially,  under  one  so   high  as    that  you 

j  mentioned. 
j 

14.  "But,  that  you  may  know  the  reason  why  it  is  thus 
dangerous,  I  would  observe,  that  the  electric  fluid  of  lightning 

ps  generally  attracted  or  drawn  toward  the  object  which  is 
]  nearest  to  it,  and  as  trees  commonly  rise  higher,  and  approach 
|  nearer  the  clouds,  than  any  other  object,  so  they  are  more 
I  exposed,  and  are  more  frequently  struck  by  lightning,  than 
|  any  other  object.  Had  we  repaired  to  that  tree  for  shelter, 
1  we  probably  should  have  been  either  torn  to  pieces,  or  dread - 
|  fully  injured  by  the  shock." 

15.  "  But  the  barn,"  said  Henry,  "  what  were  your  reasons 
|  for  not  going  to  the  barn  ?  That,  surely,  is  not  a  very  high 
j  object."  Scarcely  were  these  words  uttered,  when  another 
]  vivid  flash  and  startling  peal  rent  the  heavens,  and  produced  a 
j  pause  in  their  conversation ;  and  looking  out  from  under  the 
|  thick  copse,  they  beheld  that  same  barn  enveloped  in  flames. 
I  Deeply  agitated  at  the  sight,  and  at  their  almost  miraculous 
|  escape,  Henry  looked  toward  his  companion,  with  a  kind  of 

reverential  awe,  which  seemed  to  say :    "  Surely,  you  are  a 
prophet." 

16.  James,  beholding  his  astonishment,  recommenced  the 
conversation,  by  saying,  "  Think  not,  Henry,  that  I  have 
been  favored  by  High  Heaven  to  foresee  these  events.  In 
refusing  to  go  to  those  two  places  you  proposed,  and  which, 
it  now  appears,  have  suffered  so  dreadfully  by  lightning,  I 
acted  only  on  the  ground  of  reasonable  probability.  As  to 
the  first  case,  I  hope  I  have  already  satisfied  your  mind.  It 
now  only  remains,  that  I  assign  my  reason  for  not  going  to 
the  second  place  you  mentioned. 

17.  "I  have  somewhere  seen  the  fact  stated,  that  barns  are 
much  more  liable  to  be  struck  by  lightning  than  any  other 
building ;  and  the  reason  assigned  in  support  of  this  assertion, 
was,  '  that  the  heat  or  vapor,  arising  from  the  vegetable  matter 
in  barns,  creates  an  ascending  current,  which  constitutes  an 
excellent  conductor  for  the  electric  fluid.'  " 

Scrap    Book. 


Questions.  —  What  did  Henry  wish?  "Why  did  James  think 
such  a  wish  wrong  ?  Of  what  service  is  lightning  to  man  ?  In  what 
places  are  we  most  exposed  to  it  ?  What  reason  can  you  give  why  a 
tree  is   a  dangerous   position  during  a  thunder  storm  ?     Why  is  a 

; — _ , — . — . — ® 


-© 


OF    THE    ECLECTIC    SERIES. 


97 


barn  a  dangerous  place  ?  What  American  philosopher  is  distin- 
guished for  his  discoveries  with  regard  to  the  nature  of  lightning  ? 
What  word  can  you  substitute  for  "  intelligent  ? " 

In  the  first  sentence  of  the  lesson,  how  many,  and  which  are  the 
prepositions  ?  Which  are  the  adjectives,  and  which  of  them  are  in 
the  comparative  degree  ?  Which  is  the  verb  ?  What  does  the  word 
verb  mean  ? 

jpSif  The  grammatical  exercises  are  adapted  to  Pinneo's  Primary 
Grammar. 


ARTICULATION. 


Sk. 


Sw. 


Score, 

2 

Brisk, 

scald, 

2 

frisk, 

skate, 

2 

busk, 

scurvy, 

2 

musk, 

skittish. 

3 

masker. 

Spend, 

3 

Gasp, 

i 
speed, 

2 

crisp, 

spy> 

2 

wisp, 

2 

spin, 

2 

cusp, 

2 

speckle. 

2 

aspen. 

Sweet, 

swain, 

swore, 

swine, 

swindle 

LESSON    XXVIII. 


1.  Gos'-sa-mer,  a  fine  substance  like 

cobwebs. 

2.  Re-flect'-ing,  giving  back  an  image 

as  a  looking-glass  does. 

3.  Throat'-en-ing,  indicating  evil  or 

danger. 


4.  Pro-found',  deep. 

5.  Ter-rif'-ic,  terrible,  causing  terror. 
Splen'-dor,  brightness,  brilliancy. 

6.  Cliffs,  steep  rocks. 

7.  All-sur-vey'-ing,  viewing  attentive- 

ly all  things. 


THE    THUNDER    STORM. 

Remark.  —  In  reading  poetry,  observe  carefully  the  punctuation, 
as  that  will  often  guide  you  to  the  sense,  and  enable  you  to  avoid 
a  tone. 
fc 9 ; ■ — — — — _ © 


Q — . — __—_™. — _ — ^ 

98  mcguffey's  third  reader 

Pronounce    correctly.     Nat-ure,  not  na-ter:   aiv-ful,  not   aw-f'l- 
thou-saud,  not  llwu-sund. 

1.  Deep,  fiery  clouds  o 'erspread  the  sky, 
Dead  stillness  reigns  in  air ; 

There  is  not  e  'en  a  breeze  on  high, 
The  gossamer  to  bear. 

2.  The  woods  are  hushed,  the  waters  rest, 
The  lake  is  dark  and  still, 

Reflecting  on  its   shadowy  breast, 
Each  form  of  rock  and  hill. 

3.  The  lime-leaf  waves  not  in  the  grove, 
Nor  rose-tree  in  the  bower  ; 

The  birds  have  ceased  their  songs  of  love, 
Aw 'd  by  the  threat 'ning  hour. 

4.  'T  is  noon  ;    yet  nature's  calm  profound 
Seems  as  at  midnight  deep  ; 

But  hark  !    what  peal  of  awful  sound 
Breaks  on  creation's  sleep  ? 

5.  The  thunder  bursts !    its  roiling  might 
Seems  the  firm  hills  to  shake  ; 

And,  in  terrific  splendor  bright, 
The  gathering  lightnings  break. 

6.  Yet  fear  not,  shrink  not  thou,  my  child  ! 
Though  by  the  bolt's  descent, 

Were  the  tall  cliffs  in  ruins  piled, 
And  the  wide  forests  rent. 

7.  Doth  not  thy  God  behold  thee  still, 
With  all-surveying  eye  ? 

Doth  not  his  power  all  nature  fill, 
Around,  beneath,  on  high  ? 

8.  Know,  hadst  thou  eagle-pinions,  free 
To  track  the  realms  of  air, 

Thou  couldst  not  reach  a  spot,  where  he 
Would  not.  be  with  thee  there  ! 


Q.  In  the  wide  city's  peopled  towers, 
On  the  vast  ocean'u  plains, 


6- 


OF  THE    ECLECTIC   SERIES. 


99 


'Mid  the  deep  woodland's  loneliest  bowers, 
Alike  the  Almighty  reigns  ! 

10.  Then  fear  not,  though  the  angry  sky 
A  thousand  darts  should  cast : 
Why  should  we  tremble  e  'en  to  die, 
And  be  with  Him  at  last! 

Mrs.    Hemans. 


Questions.  —  Who    protects  us  from  all  danger ?    To    whom, 
then,  should  our  thoughts  be  directed  by  the  thunder  and  the  light- 


LESSON   XXIX. 


1.  Trem'-u-lous,  trembling,  shaking. 
Ex-hale',  to  send  out,  to  give  out. 
Fra'-grance,  sweetness  of  smell. 
Buoy'-ant,  light. 


2.  Spray,  a  small  branch,  a  twig. 
Ex-ult'-ing,  rejoicing,  glad. 
Tri-umph'-ant,  rejoicingin  victory. 

3.  Rapt'-ure,  great  joy. 


THE    SKY-LARK. 

Uttee  each  sound  distinctly.  Trem-u-lous,  not  trem'lous:  ex- 
hale, not  ex-ale:  near-est,  not  near-es:  sweet-est,  not  sweet-ee.  See 
Exercises  on  pages  16  to  13. 

1.  The  Sky-Lark,  when  the  dews  of  morn 
Hang  tremulous  on  flower  and  thorn, 
And  violets  round  his  nest  exhale 
Their  fragrance  on  the  early  gale, 

To  the  first  sunbeam  spreads  his  wings, 
Buoyant  with  joy,  and  soars,  and  sings. 

2.  He  rests  not  on  the  leafy  spray, 
To  warble  his  exulting  lay, 

But  high  above  the  morning  cloud 
Mounts  in  triumphant  freedom  proud ; 
And  swells,  when  nearest  to  the  sky, 
His  sweetest  notes  of  ecstasy. 


-O 


100 


MCGUFFEY  S    THIRD    READER 


Thus,  ray  Creator !    thus  the  more 
My  spirit's  wing  to  Thee  can  soar, 
The  more  she  triumphs  to  behold 
Thy  love  in  all  thy  works  unfold : 
And  bids  her  hymns  of  rapture  be 
Most  glad,  when  rising  most  to  Thee. 

Mrs.    HejiaKs. 


Questions.  —  What  should  the  happiness  and  the  marry  sing- 
ing of  the  birds  teach  us  ? 


ARTICULATION. 


Sm.     Small, 

2 
Sn.      Snag, 


St. 


Str. 


Stack, 

Blest, 

2 

Strict 


smile,  smell,  smelt, 

1  3  1 

snake,  snarl,  sneer, 

2  4  2 

stick,  stall,  stamp, 

2  2  2 

guest,  chest,  drest, 

i  i  i 

stripe,  stroll,  stride, 


smith, 

i 

smoke 

sneeze, 

snort. 

stand, 

3 

start. 

misty, 

i 
hasty. 

strait, 

strive. 

LESSON    XXI. 


10. 


Es-tinct',  having  no  one  of  their 
number  left  alive. 

Tac'-it,  (pro.  tas-it),  silent. 

Ini-port'-u-nate,  pressing,  urging. 

En-croach'-ment,  pushing  in  upon 
the  property  or  rights  of  an- 
other, [ty. 

Mas'-sa-cre,  to  murder  with  cruel- 

Grav'-i-ty,  seriousness,  or  solemn 
dignity.  [mado  fast. 

Moor'-ed,  confined   by   anchors, 


11.  Re-frain'-ed,  kept  from. 
13.  Ap-pri'-sing,  giving  notice  to. 
15.  Toin'-a-hawk,  an  Indian  hatchet. 
17.  Trait'-or,  one  who  sells  the  inter- 
ests of  his  country  to  an  enemy. 
In-vinc'-i-ble,  unconquerable. 

21.  Shroud'-ed,  covered  up. 

22.  Sac'-ri-fice,  destruction  incurred 

for  the  good  of  another. 
Firm'-ness,  strength  of  purpose. 
Suf-fice',  to  be  enough. 


-& 


<&, 


OF   THE  ECLECTIC    SERIES.  101 


MURDERER'S    CREEK. 

Pronounce  correctly.     Cen-tu-ry,  not  cen-ter-y :  beau-ti-ful,  not 

ibcau-ti-fl:  hus-band,  not  hus-bund:  par-tic-u-lar,  not per-tic-i-lar :  chil- 
dren,  not  chil-durn:  in-ter-ro-ga-ted,  not  in-tcr-rer-ga-ted:  ag-o-ny,  not 
ag-er-ny:  mo-ment,  not  mo-munt:  sac-ri-fice,  not  sa-cri-Jis. 

I 

1.  A  little  more  than  a  century  ago,  the  beautiful  region,* 

watered  by  this  stream,  was  possessed  by  a  small  tribe  of  In- 
dians, which  has  long  since  become  extinct,  or  incorporated 
with  some  other  savage  nation  of  the  west.  Three  or  four 
hundred  yards  from  the  stream,  a  white  family,  of  the  name 
of  Stacy,  had  established  itself  in  a  log-house,  by  tacit  per- 
j  mission  of  the  tribe,  to  whom  Stacy  had  made  himself  use- 
ful, by  his  skill  in  a  variety  ol  little  arts,  highly  estimated  by 
the  savages. 

2.  In  particular,  a  friendship  subsisted  between  him  and  an 
old  Indian,  called  Naoman,  who  often  came  to  his  house,  and 
partook  of  his  hospitality.  The  Indians  seldom  forgive  in- 
juries, or  forget  benefits.  The  family  consisted  of  Stacy,  his 
wife,  and  two  children,  a  boy  and  a  girl,  the  former  five,  the 
latter  three  years  old. 

3.  One  day,  Naoman  came  to  Stacy's  log-hut,  in  his  ab- 
sence, lighted  his  pipe,  and  sat  down.  He  looked  very  seri- 
ous, sometimes  sighed  deeply,  but  said  not  a  word.  Stacy's 
wife  asked  him  what  was  the  matter  1  if  he  was  sick  ?  He 
shook  his  head,  sighed,  but  said  nothing,  and  soon  went 
away. 

4.  The  next  day,  he  came  again,  and  behaved  in  the  same 
manner.  Stacy's  wife  began  to  think  strange  of  this,  and 
related  it  to  her  husband,  who  advised  her  to  urge  the  old 
man  to  an  explanation,  the  next  time  he  came.  Accordingly, 
when  he  repeated  his  visit,  the  day  after,  she  was  more  im- 
portunate than  usual. 

5.  At  last,  the  old  Indian  said,  "  I  am  a  red  man,  and  the 
pale-faces  are  our  enemies  :  why  should  I  speak  ?  "  "  But 
my  husband  and  I  are  your  friends  ;  you  have  eaten  salt  with 
us  a  thousand  times,  and  my  children  have  sat  on  your  knee 
as  often.     If  you  have  any  thing  on  your  mind,  tell  it  to  me." 

6.  "  It  will  cost  me  my  life,  if  it  is  known,  and  the  white- 
faced   women    are    not    good   at    keeping   secrets,"    replied 


*  Dutchess  County,  New  York. 


-® 


\ . , © 

102  m=guffey's  third  reader 

Naoman.  -"Try  me,  and  see."  "Will  you  swear,  by  your 
Great  Spirit,  that  you  will  tell  none  but  your  husband?" 
"  I  have  none  else  to  tell."  "  But  will  you  swear  ?  "  "I  do 
swear,  by  our  Great  Spirit,  that  I  will  tell  none  but  my  hus- 
band." "Not  if  my  tribe  should  kill  you  for  not  telling?" 
"  Not  if  your  tribe  should  kill  me  for  not  telling." 

7.  Naoman  .then  proceeded  to  tell  her,  that,  owing  to  some 
encroachments  of  the  white  people  below  the  mountains,  his 
tribe  had  become  irritated,  and  were  resolved,  that  night,  to 
massacre  all  the  white  settlers  within  their  reach ;  that  she 
must  send  for  her  husband,  inform  him  of  the  danger,  and  as 
secretly  and  speedily  as  possible,  take  their  canoe,  and  paddle 

I  with   all  haste,  over  the  river  to  Fishkill  for  safety.      "  Be 
quick,    and   do   nothing    that    may    excite    suspicion,"    said 
|  Naoman. 

8.  The  good  wife  sought  her  husband,  who  was  down  on 
|  the  river  fishing,  told  him  the  story,  and,  as  no  time  was  to 
\  be  lost,  they  proceeded  to  their  boat,  which  was  unluckily 
I  filled  with  water.  It  took  some  time  to  clear  it  out,  and, 
J  meanwhile,  Stacy  recollected  his  gun,  which  had  been  left 
j  behind.     He  proceeded  to  the   house,  and  returned  with  it. 

All  this  took  up  time,  and  precious  time  it  proved  to  this  poor 
family. 

9.  The  daily  visits  of  old  Naoman,  and  his  more  than 
ordinary  gravity,  had  excited  suspicion  in  some  of  the  tribe, 
who  had,  accordingly,  paid  particular  attention  to  the  move- 

j  ments  of  Stacy.     One  of  the  young  Indians,  who  had  been 
|  kept  on  the  watch,  seeing  the  whole  family  about  to  take  to 

the  boat,  ran  to  the  little  Indian  village,  about  a  mile  off",  and 

gave  the  alarm. 

10.  Five  Indians  collected,  ran  down  to  the  river  where 
their  canoes  were  moored,  jumped  in,  and  paddled  after 
Stacy,  who,  by  this  time,  had  got  some  distance  out  into  the 
stream.  They  gained  on  him  so  fast,  that  twice-  he  dropped 
his  paddle,  and  took  up  his  gun. 

11.  But  his  wife  prevented  his  shooting,  by  telling  him 
that,  if  he  fired,  and  they  were  afterward  overtaken,  they 
would  meet  with  no  mercy  from  the  Indians.  He  accord- 
ingly refrained,  and  plied  his  paddle,  till  the  sweat  rolled  in 
big  drops  down  his  forehead.  All  would  not  do ;  they  were 
overtaken  within  a  hundred  yards  of  the  shore,  and  carried 
back,  with  shouts  and  yells  of  triumph. 

<£>        — , — : : & 


© — ■ — > ■ — ' 0 

OF   THE   ECLECTIC   SERIES.  103  | 

12.  When  they  came  on  shore,  the  Indians  set  fire  to 
Stacy's  house,  and  dragged  himself,  his  wife,  and  children, 
to  their  village.  Here  the  principal  old  men,  and  Naoman 
among  them,  assembled  to  deliberate  on  the  affair. 

13.  The  chief  men  of  the  council  stated,  that  some  of  the 
trihe  had,  undoubtedly,  been  guilty  of  treason,  in  apprising 
Stacy  and  his  family  of  the  designs  of  the  tribe,  whereby 
they  took  the  alarm,  and  well  nigh  escaped.  He  proposed  to 
examine  the  prisoners,  to  learn  who  gave  the  information. 

14.  The  old  men  assented  to  this,  and  Naoman  among  the 
rest.     Stacy   was   first  interrogated   by   one  of  the  old  men, 

I  who   spoke   English,  and   interpreted  to  the   others.      Stacy 
||  refused  to  betray  his  informant. 

I  15.  His  wife  was  then  questioned,  while,  at  the  same  rao- 
]  ment,  two  Indians  stood  threatening  the  two  children  with 
I  tomahawks,  in  ease  she  did  not  confess.  She  attempted  to 
i  evade  the  truth,  by  declaring  she  had  a  dream  the  night  be- 
fore, which  alarmed  her,  and  that  she  had  persuaded  her  hus- 
band to  fly. 

16.  "The  Great  Spirit  never  deigns  to  talk  in  dreams  to  a 
white  face,"  said  the  old  Indian.  "  Woman,  thou  hast  two 
tongues  and  two  faces.  Speak  the  truth,  or  thy  children  shall 
surely  die."  The  little  boy  and  girl  were  then  brought  close 
to  her,  and  the  two  savages  stood  over  them,  ready  to  execute 
their  bloody  orders. 

17.  "  Wilt  thou  name,"  said  the  old  Indian,  "  the  red  man 
who  betrayed  his  tribe  f  I  will  ask  thee  three  times."  The 
mother  answered  not.  "  Wilt  thou  name  the  traitor  ?  This 
k'  the  second  time,"  The  poor  mother  looked  at  her  hus- 
band, and  then  at  her  children,  and  stole  a  glance  at  Naoman, 
who  sat  smoking  his  pipe  with  invincible  gravity. 

18.  She  wrung  her  hands,  and  wept,  but  remained  silent 
"  Wilt   thou  name  the  traitor  ?     'T  is  the  the  third  and  last 
time."     The  agony  of  the  mother  waxed  more  bitter ;  again  I 
she  sought  the  eye  of  Naoman,  but  it  was  cold  and  motionless. 

! 

19.  A  pause  of  a  moment  awaited  her  reply,  anu  the  toma- 
hawks were  raised  over  the  heads  of  the  children,  who 
besought  their  mother  not  to  let  them  be  murdered. 

28.  "  Stop,"  cried  Naoman.  Ail  eyes  were  turned  upon 
him.  "Stop,"  repeated  he  in  a  tone  of  authority.  "White 
woman,  thou  hast  kept  thy  word  with  me  to  the  last  moment. 


Questions. — What  is  the  subject  of  this  lesson  ?  For  •whom  did 
Naoman  have  a  particular  regard  ?  How  did  he  show  affection  for 
them,  in  this  case  ?  How  did  Stacy  attempt  to  escape  ?  What  was 
the  result  ?  What  did  Naoman  confess  ?  What  did  the  Indians  do  to 
him  ?  What  do  you  think  of  Naoman's  conduct  ?  Which  is  better, 
to  do  harm,  or  to  suffer  harm  ? 

In  the  last  sentence,  what  part  of  speech  is  which  ?  What  is  its  an- 
tecedent ?  Why  is  it  called  a  relative  ?  To  what  is  it  nominative  ? 
Which  are  the  verbs  in  that  sentence  ?  Which  of  them  is  in  the  infini- 
tive mode  ?  Why  is  this  mode  called  infinitive  ?  See  Pinneo's  Pri- 
mary Grammar,  Mode. 


LESSON  XXXL 


Ag'-o-cy,  very  great  pain. 

10.  En'-er-gy,  strength,  vigor. 

13.  Frus'-tra-ted,  disappointed,  ren- 
dered useless. 

16.  Meui'-o-ra-ble,  worthy  of  being 
remembered. 


i04  mcquffey's   THIRD  READER 

I  am  the  traitor.  I  have  eaten  of  the  salt,  warmed  myself  at 
the  fire,  shared  the  kindness  of  these  Christian  white  people, 
and  it  was  I.  that  told  them  of  their  danger. 

21.  "I  am  a  withered,  leafless,  branchless  trunk:  cut  me 
'down,  if   you   will:   I   am  ready."     A   yell  of   indignation 

sounded  on  all  sides.  Naoman  descended  from  the  little  bank 
where  he  sat,  shrouded  his  face  with  his  mantle  of  skins,  and 
submitted  to  his  fate.  He  fell  dead  at  the  feet  of  the  white 
woman,  by  a  blow  of  the  tomahawk. 

22.  But  the  sacrifice  of  Naoman,  and  the  firmness  of  the 
Christian  white  woman,  did  not  suffice  to  save  the  lives  of 
the  other  victims.  They  perished ;  how,  it  is  needless  to 
say ;  and  the  memory  of  their  fate  has  been  preserved  in  the 
name  of  the  pleasant  stream,  on  whose  banks  they  lived  and 
died,  which,  to  this  day,  is  called  "  Murderer's  Creek." 

Paulding. 


1.  Pro-dig'-ious,very  great,  astonish- [    7.  Dis-tract',  divert  from, 

Lac'-er-a-ting,  tearin 
Crouch'-es,  lies  close  to  the  ground. 
Rkulk'-ing,  hiding,  lurking  in  se- 
cret places. 
Il-ius'-trates,  make?  clear. 
6.  Ex-eur'-sion,  a  journey,  a  ramble. 
Con-ster-na'-tion,  great  fear  and 
astonishment. 
@ — — ■ $ 


OF   THE   ECLECTIC   SERIES.  105 

THE   LION. 

Every  letter  which  is  not  silent,  ought  to  be  distinctly  articulated. 

Sound  each  letter  in  the  following  words. —  Beasts,  not  bcace:  an-i- 
mals,  not  an-i-m'ls:  with-stand,  not  with-stan:  for-ests,  uotfor-es:  hot- 
test, not  hot-tes:  great-est,  not  great-es:  fierce-est,  not  Jierce-es :  friends, 
not  frien's:  dif-ferent,  not  dif-f'rent:  be-hind,  not  be-hine:  di-rect-ly, 
not  di-rec-ly:  at-tempt,  not  at-temp:  im-rne-di-ate-ly,  not  im-me-d't-ly. 
See  Exercises  on  pages  16  to  20. 

1.  The  lion  is  an  animal  of  the  cat  kind,  and  from  his 
great  strength  and  courage,  is  called  the  King  of  Beasts.  His 
strength  is,  indeed,  prodigious.  There  are  few  animals  that 
he  can  not  master.  The  elephant,  the  tiger,  and  the  rhinoce- 
ros, are  said  to  be  the  only  ones  that  can  withstand  him. 


2.  The  head,  neck,  and  shoulders  of  the  lion  are  very 
large  ;  his  hinder  parts  are  comparatively  small.  His  neck  is 
furnished  with  a  thick,  shaggy  mane.  His  hight  is  from 
three  to  four  feet,  and  his  length  from  six  to  nine  feet.  His 
color  is  a  yellowish  red,  but  the  mane  is  dark  colored,  and 
sometimes  black. 

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10G  mcguffey's  third  reader' 

3.  The  linn  roams  about  in  the  forests,  sometimes  uttering 
a  roar  so  loud,  that  it  sounds  like  distant  thunder.  He 
crouches  in  thickets-,  where  buffaloes  and  other  animals  come 
for  food  and  drink,  and  when  one  of  them  is  near,  he  springs 
upon  it  witH  a  furious  bound,  and  seizing  it  in  his  strong 
claws,  tears  it  in  pieces,  and  devours,  sometimes,  flesh  and" 
bones  together.  He  usually  seeks  his  prey  in  the  night,  and 
is  sly  and  skulking,  like  the  cat,  in  his  method  of  pursuing 
other  animals. 

4.  The  lion  is  a  native  of  most  parts  of  Africa,  and  the 
southern  parts  of  Asia.  In  the  hottest  climates,  he  grows  to 
the  greatest  size,  and  displays  the  fiercest  qualities.  He  some- 
times lives  to  the  age  of  seventy  years  or  more. 

5.  In  the  southern  part  of  Africa,  lions  are  very  common, 
and  the  adventures  of  the  inhabitants  with  them,  are  very 
frequent.  An  anecdote  is  related  of  a  settler,  in  the  hack 
districts  of  the  Cape  of  Good  Hope,  which  illustrates  the 
ferocity  and  courage  of  the  lion,  as  well  as  the  dangers,  to 
which  those  are  exposed,  who  live  iu  the  countries  inhabited 
by  this  animal. 

6.  A  hunter,  returning  one  day  with  some  friends  from  an 
excursion,  suddenly  came  upon  two,  large,  full-grown  lions. 
Their  horses  were  already  jaded,  and  the  utmost  consterna- 
tion, for  a  moment,  seized  them.  They  immediately  saw, 
that  their  only  hope  of  safety  lay  in  separation.  They  started 
in  somewhat  different  directions  at  the  top  of  their  speed, 
holding  their  rifles  on  the  cock. 

7.  Those  who  were  most  lightly  loaded,  made  good  their 
escape,  but  our  hunter  was  left  behind,  and,  as  his  compan- 
ions disappeared  below  the  brow  of  the  hill,  the  two  beasts 
came  directly  after  him.  He  quickly  loosed  a  deer,  winch 
was  tied  to  his  saddle,  but  the  prey  was  not  sufficient  to  dis- 
tract them  from  their  purpose. 

8.  Happily,  as  was  his  custom,  both  barrels  of  his  piece 
were  loaded  with  ball,  a  most  timely  precaution  in  that 
country,  and  he  was  a  good  marksman.  Turning  for  a  mo- 
ment, he  leveled  his  gun  with  as  much  precision  as,  at  such 
a  time,  he  could  command,  and  fired.  lie  waited  not  for  the 
result,  but  again  scampered  off'  as  quickly  as  his  horse  could 
carry  him,  but  he  heard  behind  him,  a  deep,  short,  and  out- 
rageous roar,  and,  as  was  afterward  found,  one  of  them  was 
killed.     His  work,  however,  was  but  half  done. 

& — — ■ Q 


OF  THE    ECLECTIC   SERIES.  107 

9.  The  time  he  had  lost,  was  sufficient  to  bring  the  other 
within  reach,  and,  with  a  tremendous  bound,  he  leaped  upon 
the    horse's    back,   lacerating    it    in    a    dreadful    manner,    but 

j  missed  his  hold,  for  the  poor  creature,  mad  with  agony  and 
fear,  kicked  with  all  its  force,  and  harried  on  with  increased 
rapidity.  A  second  attempt  was  more  successful,  and  the 
hunter  was  shaken  from  his  seat ;  the  horse,  however,  again 
escaped. 

10.  The  poor  fellow  gave  himself  up  for  lost,  but  he  was 
a  brave  man,  and  he  determined  to  sell  his  life  as  dearly  as 
possible.  Escape,  he  saw,  was  hopeless ;  so,  planting  him- 
self with  the  energy  of  despair,  he  put  his  rifle  hastily  to  his 
shoulder,  and,  just  as  the  lion  was  stooping  for  his  spring,  he 
fired.  He  was  a  little  too  late  ;  the  beast  had  moved,  and  the 
ball  did  not  prove  so  effective  as  he  had  hoped.  It  entered 
the  side  of  the  wild  beast,  though  it  did  him  no  mortal  harm, 
and  he  leaped  at  his  victim. 

11.  The  shot  had,  nevertheless,  delayed  his  bound  for  an 
instant,  and  the  hunter  avoided  its  effect  by  a  rapid  jump, 
and,  with  the  butt  end  of  his  gun,  struck  at  the  lion  with  all 
his  power,  as  he  turned  upon  him.  The  dreadful  creature 
seized  it  with  his  teeth,  but  with  such  force,  that  instead  of 
twisting  it  out  of  the  hunter's  hand,  he  broke  it  short  off  by 
the  barrel. 

12.  The   hunter   immediately  attacked   him   again,   but  his 
|  weapon  was  too  short,  and  the  lion,  fixing  his  claws  in  his 

breast,  and  tearing  off  his  flesh,  endeavored  to  gripe  his 
shoulder  with  his  mouth.  The  gun-barrel  was  of  excellent 
service.  Driving  it  into  the  mouth  of  the  beast  with  all  his 
strength,  he  seized-  one  of  the  creature's  jaws  with  his  left 
hand,  and  what  with  the  strength  and  energy  given  by  the 
dreadful  circumstances,  and  the  purchase  obtained  by  the  gun- 
barrel,  he  succeeded  in  splitting  the  animal's  mouth. 

13.  At  the  same  time  they  fell  together  on  their  sides,  and 
a  struggle  for  several  minutes  ensued  upon  the  ground.  Blood 
flowed  freely  in  the  lion's  mouth,  and  nearly  choked  him. 
His  motions  were  thus  so  frustrated,  that  the  hunter  was  upon 
his  feet  first,  and,  aiming  a  blow  with  all  his  might,  he  knocked 
out  one  of  the  lion's  eyes. 

14.  The  lion  roared  terribly  with  pain  and  rage,  and,  during 
the  moments  of  delay  caused  by  the  loss  of  his  eye,  the  hunter 
got  behind   him,   and,   animated   by   his   success,   hit  him    a 


■G 


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108  mcquffey's  third  reader 

dreadful  stroke  upon  the  back  of  the  neck,  which  he  knew 
was  the  most  tender  part.  The  stroke,  however,  appeared 
to  have  no  effect,  for  the  lion  immediately  leaped  at  him 
again,  but,  it  is  supposed,  from  a  defect  of  vision  occasioned 
by  the  loss  of  his  eye,  instead  of  coming  down  upon  the 
hunter,  he  leaped  beside  him,  and  shook  his  head,  as  if  from 
excess  of  pain. 

15.  The  hunter  felt  his  strength  rapidly  declining,  but  the 
agony  he  endured  enraged  him,  and  with  new  power,  he 
struck  the  lion  again  across  the  eyes.  The  beast  fell  back- 
ward, but  drew  the  hunter  with  him  with  his  paw,  and  an- 
other struggle  took  place  upon  the  ground.  The  gun-barrel 
was  his  only  safeguard.  Rising  up  from  the  ground  in  terrible 
pain,  and  with  a  powerful  effort,  he  managed  to  thrust  it  into 
the  throat  of  the  lion  with  all  his  might. 

16.  That  thrust  was  fatal,  and  the  huge  animal  fell  on  his 
side,  powerless.  The  hunter  dragged  himself  to  a  considerable 
distance,  and  then  fell  exhausted  and  senseless.  His  friends 
shortly  afterward  returned  to  his  assistance,  and  found  the 
two  lions  dead  at  no  great  distance  from  each  other.  The 
hunter  recovered  from  his  wounds,  and  lived,  one  of  the  most 
memorable  instances  of  escape  on  record. 

Compiled. 


Questions.  —  Of  what  countries  is  the  lion  a  native?  What  is 
said  of  his  strength  ?  Upon  what  does  he  feed  ?  How  does  he  take 
his  prey  ?  Describe  the  manner  in  which  the  hunter  escaped  two 
lions.  Where  is  the  Cape  of  Good  Hope  ?  Are  there  any  lions  in 
our  country  ? 

In  the  first  sentence,  what  noun  is  used  as  an  adjective  ?  Name  the 
seven  nouns  in  that  sentence?  Which  two  do  not  admit  a  plural  form? 
Name  the  three  prepositions  ?  What  does  each  one  govern  ?  What 
is  the  rule  for  this  ?  What  verbs  are  there  in  this  sentence  ?  What 
is  their  nominative  ? 

What  is  the  affix  in  the  words  powerless  and  senseless  ?  (page  108.) 
What  in  the  word  rapidly?  (page  107.)  What  in  the  word  declining? 
(page  101.)  What  in  the  word  powerful?  (page  108.)  See  MeGufley's 
Spelling-book,  as  above  referred  to. 


0- 


«- 


OF   THE   ECLECTIC   SERIES. 


109 


ARTICULATION. 


Observe,  that  in  such  words  as  beetle,  title,  <fcc,  the  final  e  is  omitted 
in  uttering  the  elementary  sounds,  and  is,  therefore,  for  the  present,  left  out 
in  the  exercise. 


Tl. 

Beetl', 

titl', 

start!', 

gristl', 

prattl', 

scuttl'. 

Ts. 

Quits, 

sets, 

splits, 

spots, 

sheets, 

fleets. 

Tr. 

Tribe, 

tree, 

tract, 

trace, 

wintry, 

putrid. 

Tw. 

i 
Twain, 

twelve, 

twinge, 

twitch, 

twenty, 

twinkh 

LESSON    XXXII. 


1.  Sig'-ni-fies,  means,  is  of  conse-  I  15.  Gen-er-a'-tion,     all    the    people 


quence. 
2.  Su-per-nat'-u-ral,      above      the 
power  of  nature. 
13.  In-firm'-i-ty,    weakness,   feeble- 
ness. 
Im-pair',     to    injure,    to    make 

worse. 
Vin'-di-oate,  to  defend,  to  justify. 


living  at  the  same  time. 
Blend'-ed,  mingled. 

17.  Ac-quir'-ed,  gained,  obtained. 
Ap-pli-ca'-tion,    close   study,  at- 
tention. 

18.  En-coun'-ter,  to  meet  and  oppose, 

to  resist.  [sides. 

E-mer'-gen-cies,  pressing  neces- 


SHORT    SENTENCES. 

Remark.  —  Emphasis  is  a  very  important  part  of  reading.  "Words 
printed  in  italics,  should  be  always  emphasized,  except  in  the  Bible. 

Articulate  each  letter  distinctly. — Cost,  not  coss  ;  bounds,  not 
boun's:  caust,  not  canss:  bright-ests  not  brigld-es:  minds,  not  mines: 
dust,  not  dus:  worst,  not  worse:  gold,  not  gole:  old,  not  ole:  con-stant, 
not  con-stan:  sub-ject,  nDt  sub-jec:  first,  not  jirss.  Sec  Exercises  on 
pages  16  to  20. 

1.  It  signifies  nothing  to  say  we  will  not  change  our  reli- 
gion, if  our  religion  change  not  us. 

2.  A  desire  of  happiness  is  natural,  a  desire  of  holiness 
supernatural. 

3.  If  you  forget  God  when  you  are  young,  God  may  forget 
you  when  you  are  old. 


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HO  mcguffey's  third  reader 

4.  It  will  cost  something  to  be  religious;  it  will  cost  more 
not  to  be  so. 

5.  We  may  expect  God's  protection,  so  long  as  we  live  in 
God's  bounds. 

6.  They  who  deserve  nothing,  should  be  content  with  any 
thing. 

7.  A  man  may  be  poor  in  purse,  yet  proud  in  spirit. 

8.  How  canst  thou  be  a  judge  of  another's  heart,  that  dost 
not  know  thine  own. 

9.  They  that  do  nothing,  are  in  the  ready  way  to  do  that 
which  is  worse  than  nothing. 

10.  Christian  graces  are  like  perfumes;  the  more  they 
are  pressed,  the  sweeter  they  smell.  .  They  are  like  stars 
that  shine  brightest  in  the  dark ;  like  trees,  the  more  they  are 
shaken,  the  deeper  root  they  take,  and  the  more  fruit  they 
bear. 

1 1 .  Sin  yields  its  pleasures  first ;  but  the  pain  is  sure  to 
follow.     The  pleasures  of  sin  are  but  for  a  season. 

12.  As  every  grain  of  gold  is  precious,  so  is  every  moment 
of  time. 

13.  As  they  who,  for  every  slight  infirmity,  take  physic 
to  repair  their  health, 'do  rather  impair  it;  so  they  who,  for 
every  trifle,  are  eager  to  vindicate  their  character,  do  rather 
weaken  it. 

14.  Time  is  more  valuable  to  young  people,  than  to  any 
others.  They  should  not  lose  an  hour,  in  forming  their 
taste,  their  manners,  and  their  minds;  for  whatever  they  are, 
to  a  certain  degree,  at  eighteen,  they  will  be,  in  a  greater  or 
less  degree,  all  the  rest  of  their  lives. 

15.  View  the  groves  in  autumn,  and  observe  the  constant 
succession  of  falling  leaves ;  in  like  manner  the  generations 
of  men  silently  drop  from  the  stage  of  life,  and  are  blended 
with  the  ditst  from  whence  they  sprang. 

18.  He  who  would  pass  the  latter  part  of  his  life  with 
honor  and  decency,  must,  when  he  is  young,  consider  that 
he  shall  one  day  be  old:  and  remember,  when  he  is  old,  that 
he  has  once  been  young. 

17.  Knowledge  will  not  be  acquired  without  pains  and 
application.     It  is  troublesome  digging  for  deep,  pure  waters  ; 


O- 


©- 


-® 


OF   THE   ECLECTIC   SERIES. 


Ill 


hut  when  you  once  come  to  the  spring,  they  rise  up  and  meet 
you. 

18.  There  are  no  principles  but  those  of  religion,  to  be 
depended  on  in  cases  of  real  distress  ;  and  these  are  able  to 
encounter  the  worst  emergencies,  and  to  bear  us  up  under  all 
the  changes  and  chances  to  which  our  lives  are  subject. 

John    Mason. 


Questions. — What  are  italic  letters?  How  are  words  printed 
in  italics,  to  be  read  ?  Point  out  some  italic  letters  in  this  lesson  ? 
What  word  can  you  substitute  for  "impair?"  What,  for  "  emergen- 
cies ? "  Which  are  the  emphatic  words  in  the  5th  paragraph?  Which 
are  they,  in  the  Gth  paragraph  ?  Which,  in  the  7th  ?  Which,  in  the 
8th  ?     Which,  in  the  13th  ?     Which,  in  the  18th  ? 


LESSON   XXXIII. 


Po-si'-tion,  place,  state,  situation. 
Ec'-sta-sy,  very  great  delight. 
Ex-per'-i-ment,  trial. 
Va'-ri-ed,  changed,  altered. 
Plaint'-ive,  sad,  mournful. 
Ex-cite'-ment,  the  state  of  being 
roused. 


4.  Man-of-war,  an  armed  vessel. 

5.  Fran'-tic,  raving,  furious. 

6.  Ex-hib'-it-ed,  showed. 
Ec-stat'-ic,      delightful      beyond 

measure. 

7.  Di-min'-u-tive,  very  small. 


MUSICAL    MICE. 

Remark.  —  Never  allow  yourself,  in  reading,  to  think  of  the  im- 
pression you  are  making  upon  others ;  but  keep  your  thoughts  fixed 
upon  the  subject. 

Pronounce  correctly.— Sud-den-ly,  not  sud-dun-ly:  aft-er-ward, 
not  aft-er-wud:  ap-pear-ance,  not  up-pear-unce :  in-stantly,  not  in- 
stunt-ly:  in-stance,  not  in-stunce:  gen-tle-man,  not  gen-tle-mun:  gest- 
ures, not  gest-ers:  mo-ment,  not  mo-niunt:  in-stru-ment,  not  in-ster- 
munt:  di-min-u-tive,  not  di-min-i-tive. 

1.  On  a  rainy  evening,  as  I  was  alone  in  my  chamber,  I 
took  up  my  flute,  and  commenced  playing  a  tune.     In  a  few 


»- 


py . — . — — @ 

112  mcguffey's  third  reader 

minutes,  my  attention  was  directed  to  a  mouse,  that  I  saw 
creeping  from  its  hole,  and  advancing  to  the  chair  in  which  I 
I  was  sitting. 

2.  I  ceased  playing,  and  it  suddenly  ran  back  to  its  hole. 
|  I  began  again  shortly  afterward,  and  was  much  surprised  to 

see  it  return  and  take  its  old  position.     The  appearance  of  the 
little   animal  was   truly  delightful ;   it  crouched   itself  on  the 
j  floor,  shut  its  eyes,  and  appeared  in  an  ecstasy. 

3.  I  ceased  playing,  and  it  instantly  disappeared  again. 
This  experiment  I  repeated  frequently  with  the  same  success, 
observing  that  it  was  always  differently  affected,  as  the  music 
varied  from  the  slow  and  plaintive  to  the  brisk  and  lively.  It 
finally  went  off,  and  all  my  arts  to  entice  it  to  return,  were 
unavailing.  Such  frequent  and  powerful  excitements  probably 
caused  its  death. 

4.  A  more  remarkable  instance  of  this  fact,  appeared  in 
one  of  the  public  journals,  not.  long  since.  It  was  commu- 
nicated by  a  gentleman,  who  was  a  witness  of  the  interesting 
scene.  As  a  few  officers  on  board  a  British  man-of-war,  in 
the  harbor  of  Plymouth,  were  seated  around  the  fire,  one  of 
them  began  to  play  a  very  plaintive  air  on  the  violin. 

5.  He  had  performed  but  a  few  minutes,  when  a  mouse, 
apparaittly  frantic,  made  his  appearance  in  the  middle  of  the 
floor.  The  strange  gestures  of  the  little  animal  strongly 
excited  the  sympathy  of  the  company,  who,  with  one  con- 
sent, resolved  to  suffer  it  to  continue  its  singular  actions 
unmolested. 

0.  Its  exertions  now  appeared  to  be  greater  every  moment ; 
it  shook  its  head,  leaped  about  the  floor,  and  exhibited  signs 
of  the  most  ecstatic  delight.  It  was  observed, that,  in  propor- 
tion as  the  tones  of  the  instrument  approached  the  soft  and 
plaintive,  the  feelings  of  the  animal  appeared  to  be  increased. 

7.  After  performing  actions  which  an  animal  so  diminutive, 
would  seem,  at  first  sight,  to  be  incapable  of  performing,  the 
little  creature,  to  the  astonishment  of  the  hitherto  delighted 
spectators,  suddenly  ceased  to  move,  fell  down  and  expired, 
without  showing  any  signs  of  pain. 

German    Stories. 


Questions. — When  the   gentleman  was   playing  on  his   flute, 
what  did  lie  see  that  excited  his  attention?    When  he  stopped  playing, 


6 


OF   THE   ECLECTIC    SERIES. 


113 


what  did  the  mouse  do  ?  What  became  of  it  ?  Where  did  another 
remarkable  instance  of  this  kind  happen  ?  In  what  part  of  England 
is  Plymouth  ?  On  what  instrument  was  the  officer  playing  ?  How 
did  the  mouse  act  ?  What  became  of  it  at  last  ?  What  word  can  you 
put  in  the  place  of  "ecstasy,"  in  the  2d  paragraph,  and  make  sense  ? 
What,  in  the  place  of  "  unavailing,"  in  the  3d  paragraph  ?  What  in 
the  place  of  "  experiment  ?  "  What  in  the  place  of  "  remarkable,"  in 
the  4th  paragraph  ?  What  in  the  place  of  "  exertions,"  in  the  6th 
paragraph  '.' 

In  the  6th  paragraph,  what  adjective  is  there  in  the  comparative 
degree  ?  What,  in  the  superlative  ?  Name  the  pronouns  in  the  para- 
graph. What  is  a  pronoun  ?  What  does  the  word  pronoun  mean  ? 
How  many  kinds  of  pronouns  are  there  1 

TO    TEACHERS. 

JS?"  The  Instructor  should  not  confine  himself  to  the  list  of  words 
found  at  the  head  of  the  lesson,  but  should  select  such  others,  as  he  may 
think  proper,  to  be  spelled  and  defined  by  the  pupil.  In  this  lesson,  for 
example,  let  the  pupil  spell  and  define  the  following  words,  giving  the 
definition  applicable  in  the  connection  in  which  the  word  is  used,  this  being 
the  only  way  to  learn  the  correct  meaning  and  use  of  words.  1.  Advancing  : 
2.  crouched:  3  entice,  powerful:  5.  gestures:  6.  proportion,  instrument: 
7.  spectators,  expired. 


ARTICULATION. 

5  1  111  1 

Vz.     Moves,      roves,       thrives,     saves,       leaves,     sheaves. 

G  6  6  6  5  1 

Shoves,     doves,      loves,       gloves,     proves,    sleeves. 

2  2  2  2  2  2 

Zl.       Grizzl',     drizzl  ,     guzzl',     muzzl  ,    puzzl',     embezzl'. 

2  2  2  1  1  2 

Zm.    Plasm,      phasm,     chasm,     miasm,     deism,     baptism. 

2  2  1  .  1  1  2 

Zn.     Pris'n,       ris'n,        rais'n,       seas'n,      braz'n,     dams'n. 

1  1  2  6  1 

Reas'n,     treas'n,     crims'n,  doz'n,      pois'n,     froz'n. 

Note.  —  It  must  be  recollected,  that  in  giving  the  sounds  of  a  syllable, 

5  1 

the    silent   letters   must   be   omitted ;   as,  m-o-vz,  moves ;   1-e-vz,   leaves, 

2  2 

not  1-e-a-v-e-s  ;  thr-i-vz,  thrives,  not  t-h-r-i-v-e-s  ;  gr-i-zl,  grizzle.  It 
must  be  remembered  also,  as  already  explained,  that  the  sonnets  and  not  the 
names  both  of  single  and  combined  consonants  are  to  be  given,  as,  thr,  not 
i—k—r  ;    ijr,  not  g-r,  &c. 

V— - 1  o— — — — — ~ — - 


& 


c- 


-0 


114 


McGUFFEY  S    THIRD   READER 


LESSON  XXXIV. 


Mo-ral'-i-ty,  a  system  of  the  duties 

which  men  owe  to  each  other. 
Sen-ten'-tious,  short  and  forcible. 
Pon'-der-ous,  weighty,  important. 
Max'-ims,  established  principles. 
Si-mil'-i-tudes,  comparisons. 


2.  Con-sum'-mate,  complete,  perfect 
E-va'-sion,  escape,  excuse. 

5.  Phi-los'-o-phers,  wise  men. 

6.  Fe-lic'-i-ty,  happiness. 
De-nun-ci-a'-tion,  threatening. 

7.  Doc'-trines,  principles,  truths. 


CHARACTER    OF    JESUS    CHRIST. 

Remark.  —  In  many  words,  the  letter  A  is  silent,  and  this  is  apt 
to  lead  persons  to  an  improper  omission  of  it,  in  words  where  it  is  not 
silent.     Be  careful  to  avoid  this  fault. 

Utter  each  letter  distinctly.  —  Per-fect,  not  per-fec:  im-ag-in-a-tion, 
not  im-ng'na-tion:  de-liv-er'd,  not  d'liv-er'd:  pon-der-ous,  not  pon-d'rous: 
ir-reg-n-lar,  not  ir-reflar:  re-spect,  not  re-spec:  ex-press-es,  not 
'spress-es:  phi-los-o-phers,  not  ph'los'phers.     See  pages  16  to  20. 

1.  The  morality  taught  by  Jesus  Christ,  was  purer, 
sounder,  sublimer,  and  more  perfect,  than  had  ever  before 
entered  into  the  imagination,  or  proceeded  from  the  lips  of 
man.  And  this  he  delivered  in  a  manner  the  most  striking 
and  impressive ;  in  short,  sententious,  solemn,  important,  pon- 
derous rules  or  maxims ;  or  in  familiar,  natural,  affecting 
similitudes  and  parables. 

2.  He  showed,  also,  a  most  consummate  knowledge  of  the 
human  heart,  and  dragged  to  light  all  its  artifices,  stibtilties, 
and  evasions.  He  discovered  every  thought  as  it  arose  in  the 
mind  ;  he  detected  every  irregular  desire  before  it  ripened  into 
action. 

3.  He  manifested,  at  the  same  time,  the  most  perfect  impar- 
tiality. He  had  no  respect  of  persons.  He  reproved  vice  in 
every  station,  with  the  same  freedom  and  boldness,  wherever 
he  found  it ;  and  he  added  to  the  whole  the  weight,  the  irre- 
sistible weight,  of  his  own  example. 

4.  He,  and  he  only,  of  all  the  sons  of  men,  acted  up,  in 
every  minute  instance,  to  what  he  taught ;  and  his  life  ex- 
hibited a  perfect  portrait  of  his  religion.  But  what  com- 
pleted the  whole,  was,  that  he  taught,  as  the  evangelist 
expresses  it,  with  authority,  with  the  authority  of  a  divine 
teacher. 


<>- 


& 


OF    THE    ECLECTIC    SERIES. 


115] 


5.  The  ancient  philosophers  could  do  nothing  more  than 
give  good  advice  to  their  followers ;  they  had  no  means  of 
enforcing  that  advice ;  but  our  great  lawgiver's  precepts  are 
all  divine  commands. 

6.  He  spoke  in  the  name  of  God :  he  called  himself  the 
Son  of  God.  He  spoke  in  a  tone  of  superiority  and  au- 
thority, which  no  one  before  him  had  the  courage  or  the  right 
to  assume :  and  finally,  he  enforced  every  thing  he  taught 
by  the  most  solemn  and  awful  sanctions,  by  a  promise  of 
eternal  felicity  to  those  who  obeyed  him,  and  a  denunciation 
of  the  most  tremendous  punishments  to  those  who  rejected 
him. 

7.  These  were  the  circumstances,  which  gave  our  blessed 
Lord  the  authority  with  which  he  spake.  No  wonder,  then, 
that  the  people  "  were  astonished  at  his  doctrines,"  and  that 
they  all  declared  "  he  spake  as  never  man  spake." 

Bishop    Porte  us. 


Questions.  —  Whose  character  is  here  portrayed?  What  "was 
the  nature  of  his  instructions  ?  How  did  the  life  of  Christ  correspond 
with  his  teachings  ?  Wherein  did  he  differ  from  the  ancient  philos- 
ophers ? 


LESSON    XXXV. 


1.  Dis-close',  lay  open  to  view. 
Ar-ray',  dress. 

2.  Dyes,  colors,  hues. 

3.  Glist'-en-ing,  shining,  sparklin| 


4.  Ar'-dent,  warm,  burning. 

Tri'-umphs,  rejoices  in  victory. 
6.  Spoil'-er,  one  who  plunders. 

Prey,  that  which  is  taken  by  force. 


PASSING    AWAY. 

Remark. — In  reading  poetry,  take  particular  care  to  observe  the 
proper  pauses,  and  especially  not  to  make  pauses  where  there  are  none. 

Give  each  letter  its  proper  sound. —  Pass-ing,  not  pass-in:  soft,  not 
sof:  glist-en-ing,  not  glist-nin:  where,  not  were:  when,  not  wen:  which, 
not  wich. 

1.  It  is  written  on  the  rose, 
In  its  glory's  full  array  ; 
@ , — — _ & 


® — —  - — ~- o 

116  mcguffey's  third  reader 

Read  what  those  buds  disclose  — 
"  Passing  away." 

2.  It  is  written  on  the  skies 

Of  the  soft,  blue  summer  day  ? 
It  is  traced  in  nature's  dyes  — 
"Passing  away." 

3c  It  is  written  on  the  trees, 

As  their  young  leaves  glistening  play, 
And  on  brighter  things  than  these  — 

"Passing  away." 

4.  It  is  written  on  the  brow. 
Where  the  spirit's  ardent  ray 

Lives,  burns,  and  triumphs,  now  — - 
"  Passing  away." 

5.  It  is  written  on  the  heart : 
Alas  !    that  thus  decay 

Should  claim  from  love  a  part  — 
"  Passing  away." 

6.  Friends,  friends,  oh !    shall  we  meet 
Where  the  spoiler  finds  no  prey  ? 

Where  lovely  things,  and  sweet, 
Pass  not  away  ? 

7.  Shall  we  know  each  other's  eyes, 
With  the  thoughts  that  in  them  lay.  ■ 

When  we  meet  above  the  skies 
Which  pass  away  ? 

8.  Oh  !    if  this  may  be  so, 
Speed,  speed,  thou  closing  day ; 

How  blest  from  earth's  vain  show, 
To  pass  away ! 

Mrs.   He  maths. 


Questions  . — Is  there  any  thing  around  us  which  is  not  con- 
stantly changing  and  passing  away  ?  What  should  this  teach  us  ? 
What  part  of  man  will  live  forever  ?  Is  there  any  place  where  there 
will  be  no  more  change  ?     Where  is  it  ? 

1 1 


OF   THE    ECLECTIC   SERIES. 


1.17 


f 


Chi 

B roach' < 

Sht 

Plash'd, 

Shr. 

Shroud, 

ARTICULATION". 

J  !  1 

screeeh'd,  poach'd,  co'ach'd. 

2  2  2 

slash'd,  clash'd,  fish'd, 

2  2 

shrink,  shrunk,  shrewd, 


LESSON  XXXVI. 


flesh'd. 

2 

shrivel. 


1.  In-teg'-ri-iy,  honesty.  [ly. 
Re-flect'-ed,  considered  attentive- 
Con-vic'-tion,  strong  belief. 
Ap-peal'-ed,  referred  to. 

2.  As-sails',  attacks. 

9.  Bal'-anc-ed,  compared,  weighed. 


15.  Tempt-a'-tioa,  that  which  has  a 

tendency  to  induce  one  to  do 
wrong. 

16.  Mur'-mur-ed,    spoke    in   a    low 

voice. 
Lighfc'-en-ed,  made  cheerful. 


THE    GOLDEN    RULE. 

Pronounce  correctly. — Con-vic-tion,,  not  cun-vic-tion:  to'-ward, 
not  to-ward' :  hon-est,  not  hon-ist:  com-mand,  not  cmn-mand:  par-a-ble, 
not  par-i-ble:  con-ver-sa-tion,  not  con-vus-a-tion. 

Sound  the  a  in  such  words  as  meaning,  offering,  testing,  washing, 
<fec.     See  Exercise    IV.,  page  18. 

1.  To  act  with  integrity  and  good  faith  was  so  habitual  to 
Susan,  that  she  had  never  before  thought  of  examining  the 
golden  rule :  "  ail  things  whatsoever  ye  would  that  °men 
should  do  to  you,  do  ye  even  so  to  them."  But  the  longer 
she  reflected  upon  it,  the  stronger  was  her  conviction,  that  she 
did  not  always  obey  the  precept ;  at  length  she  appealed  to 
her  mother  for  its  meaning. 

2.  "  It  implies,"  said  her  mother,  "  in  the  first  place,  a  total 
destruction  of  all  selfishness  ;  for  a  man  who  loves  himself 
better  than  his  neighbors,  can  never  do  to  others  as  he  would 
have  others  do  to  him.     We  are  bound  not  only  to  do,  but  to 

feel  toward  others,  as  we  would  have  others  feel  toward  us. 
Remember,  it  is  much  easier  to  reprove  the  sin  of  others,  than 
to  overcome  temptation  when  it  assails  ourselves. 

3.  "  A  man  may  be  perfectly  honest,  and  yet  very  selfish  ; 


O 


118  mcguffey's  third  reader 

but  the  command  implies  something  more  than  mere  honesty  ; 
it  requires  charity  as  well  as  integrity.  The  meaning  of  the 
command  is  fully  explained  in  the  parable  of  the  Good  Sa- 
maritan. The  Levite,  who  passed  by  the  wounded  man 
without  offering  him  assistance,  may  have  been  a  man  of 
great  honesty ;  but  he  did  not  do  unto  the  poor  stranger  as  he 
would  have  wished  others  to  do  unto  him." 

4.  It  was  not  long  after  this  conversation,  that  an  oppor- 
tunity occurred  of  testing  Susan's  principles.  One  Saturday 
evening,  when  she  went,  as  usual,  to  farmer  Thompson's  inn, 
to  receive  the  price  of  her  mother's  washing  for  the  boarders, 
which  amounted  to  five  dollars,  she  found  the  farmer  in  the 
stable-yard. 

5.  He  was  apparently  in  a  terrible  rage  with  some  horse- 
dealers,  with  whom  he  had  been  bargaining.  He  held  in  his 
hand  an  open  pocket-book,  full  of  bills ;  and,  scarcely  noticing 
the  child  as  she  made  her  request,  except  to  swear  at  her,  as 
usual,  for  troubling  him  when  he  was  busy,  he  handed  her  a 
bank  note. 

6.  Glad  to  escape  so  easily,  Susan  hurried  out  of  the  gate, 
and  then,  pausing  to  pin  the  money  safely  in  the  folds  of  her 
shawl,  she  discovered  that  he  had  given  her  two  bills,  instead 
of  one.  She  looked  around ;  nobody  was  near  to  share  her 
discovery ;  and  her  first  impulse  was  joy  at  the  unexpected 
prize. 

7.  "  It  is  mine,  all  mine"  said  she  to  herself;  "  I  will  buy 
mother  a  new  cloak  with  it,  and  she  can  give  her  old  one  to 
sister  Mary,  and  then  Mary  can  go  to  the  Sunday  School 
with  me  next  winter.  I  wonder  if  it  will  not  buy  a  pair  of 
shoes  for  brother  Tom,  too." 

8.  At  that  moment  she  remembered  that  he  must  have 
given  it  to  her  by  mistake ;  and  therefore  she  had  no  right  to 
it.  But  again  the  voice  of  the  tempter  whispered,  "  He  gave 
it,  and  how  do  you  know  that  he  did  not  intend  to  make  you 
a  present  of  it  ?  Keep  it ;  he.  will  never  know  it,  even  if  it 
should  be  a  mistake ;  for  he  had  too  many  such  bills  in  that 
great,  pocket-book,  to  miss  one." 

9.  While  this  conflict  was  going  on  in  her  mind  between 
good  and  evil,  she  was  hurrying  homeward  as  fast  as  possible. 
Yet,  before  she  came  in  sight  of  her  home,  she  had  repeatedly 
balanced  the  comforts,  which  the  money  would  buy,  against 
the  sin  of  wronging  her  neighbor. 

$ . — , . ___ -, 


0— — '■ — 

OF   THE   ECLECTIC   SERIES.  119 

10.  As  she  crossed  the  little  bridge,  over  the  narrow  creek, 
before  her  mother's  door,  her  eye  fell  upon  a  rustic  seat, 
which  they  had  occupied  during  the  conversation  I  have  before 
narrated.  Instantly  the  words  of  Scripture,  "Whatsoever  ye 
would  that  men  should  do  to  you,  do  ye  even  so  to  them," 
sounded  in  her  ears  like  a  trumpet. 

1 1 .  Turning  suddenly  round,  as  if  flying  from  some  unseen 
peril,  the  child  hastened  along  the  road  with  breathless  speed, 
until  she  found  herself,  once  more,  at  farmer  Thompson's 
gate.  "  What  do  you  want  now  ? "  asked  the  gruff  old  fellow, 
as  he  saw  her  again  at  his  side. 

12.  "  Sir,  you  paid  me  two  bills,  instead  of  one,"  said  she, 
trembling  in  every  limb.  "  Two  bills  ?  did  I  ?  let  me  see  ; 
well,  so  I  did  ;  but  did  you  just  find  it  out  ?  Why  did  not  you 
bring  it  back  sooner?"     Susan  blushed  and  hung  her  head. 

13.  "  You  wanted  to  keep  it,  I  suppose,"  said  he.  "  Well, 
I  am  glad  your  mother  was  more  honest  than  you,  or  I  should 
have  been  five  dollars  poorer,  and  none  the  wiser."  "  My 
mother  knows  nothing  about  it,  sir,"  said  Susan  ;  "  I  brought 
it  back  before  I  went  home." 

14.  The  old  man  looked  at  the  child,  and  as  he  saw  the 
tears  rolling  down  her  cheeks,  he  seemed  touched  by  her  dis- 
tress. Putting  his  hand  in  his  pocket,  he  drew  out  a  shilling, 
and  offered  it  to  her. 

1 5.  "  No,  sir,  I  thank  you,"  sobbed  she  ;  "  I  do  not  want 
to  be  paid  for  doing  right;  I  only  wish  you  would  not  think 
me  dishonest,  for,  indeed,  it  was  a  sore  temptation.  O  !  sir, 
if  you  had  ever  seen  those  you  love  best,  wanting  the  common 
comforts  of  life,  you  would  know  how  hard  it  is  for  us  always 
to  do  unto  others  as  we  would  have  others  do  unto  us." 

16.  The  heart  of  the  selfish  man  was  touched.  "There 
be  things  which  are  little  upon  the  earth,  but  they  are  exceed- 
ing wise,'"  murmured  he,  as  he  bade  the  little  girl  good  night, 
and  entered  his  house  a  sadder,  and,  it  is  to  be  hoped,  a  better 
man.  Susan  returned  to  her  humble  home  with  a  lightened 
heart,  and  through  the  course  of  a  long  and  useful  life,  she 
never  forgot  her  first  temptation. 

Mrs.    Embury. 


Questions. — What  is  the  golden  rule  7    What  does  it  imply? 
Will  you  relate  the  manner  in  -which  Susan  was  tempted  to  be  dis- 
honest ?    What  strengthened  her  to  resist  the  temptation  ?     Can  you 
©■ ^ 


'•>- 


-Q 


120 


MCGUFFEY  S   THIRD   READER 


relate  the  conversation  that  Susan  had  with  the  farmer.  ?     "What  effect 
did  it  have  upon  the  farmer  ? 

In  the  first  sentence  of  the  last  paragraph,  what  part  of  speech  is 
selfish  ?  Compare  it.  What  does  it  qualify  ?  Which  are  the  two 
nouns  ?  What  is  the  plural  of  each  ?  What  is  the  possessive  case  of 
each  ?  How  is  the  possessive  case  of  nouns  formed  ?  See  Pinneo's 
Primary  Grammar. 


LESSON  XXXVII. 


1.  Quad'-ru-ped,    an  animal  having 
four  legs  and  feet. 
Pend'-u-lous,   hanging  down. 
Com'-merce,  trade.  [ceivinsj. 

3.  Strat'-a-gem,  artifice,  plan  for  de- 

Do'-cile,  teachable. 
6.  Ar-rack',  a  spirituous  liquor,  made 
from  the  juice  of  the  cocoa-nut 
tree. 


A-sy'-lum,  a  place  of  refuge. 
Vig'-or-ous-ly,  with  great  strength. 

7.  Un-wield'-y,    heavy,    unmanage- 

able, [ness. 

Ca-ress'-ing,    treating  with   fond- 
Tac'-it-ly,  silently. 

8.  Ep-i-dem'-ic,       affecting       many 

people. 
Na'-bob,  a  prince  in  India. 


THE    ELEPHANT. 

Remark. —  The  great  objects  of  reading  are  to  acquire  useful 
knowledge,  to  establish  your  hearts  in  virtue,  and  to  prepare  for  a 
right  performance  of  the  duties  of  life. 

Prcnou.vc  e  correctty.  —  El-e-phant,  not  el-e-phunt :  com-merce,  not 
com-7nuss:  at-tack,  not  at-tact:  to-geth-er,  not  tug-elh-er:  na-ture,  pro. 
nate-yur:  al-ways,  not  ol-uz:  dread-ful,  not  dread-f'l. 

1.  The  elephant  is  the  largest  of  quadrupeds;  his  hight 
is  from  eight  to  fourteen  feet,  and  his  length  is  from  ten  to 
fifteen  feet.  His  form  is  that  of  a  hog ;  his  eyes  are  small 
and  lively  ;  his  ears  are  long,  broad,  and  pendulous.  He  has 
two  large  tusks,  which  form  the  ivory  of  commerce,  and  a 
trunk  or  proboscis  at  the  end  of  the  nose,  which  he  uses  to 
take  his  food  with,  and  for  attack  or  defense.  His  color  is  a 
dark  ash  brown. 

2.  Elephants  often  assemble  in  large  troops ;  and  as  they 
march  in  quest  of  food,  the  forests  seem  to  tremble  under 
them.     They  eat   the  branches  of  trees,  together  with  roots. 


"»- 


-0 


-© 


0?   THE    ECLECTIC    SERIES. 


121 


j  herbs,  leaves,  grain,  and  fruit,  but  will  not  touch  fish  or  flesh. 

j  In  a  stau  of  nature,  they  are  peaceable,  mild,  and  brave; 
exerting  their  power  only  for  their  own  protection,  or  in 
defense  of  their  own  species,  with  whom  they  are  always 
social  and  friendly. 


3.  Elephants  are  found  both  in  Asia  and  Africa,  but  they 
are  of  different  species,  the  Asiatic  elephant  having  five  toes, 
and  the  African,  three.  These  animals  are  caught  by  strata- 
gem, and  when  tamed,  they  are  the  most  gentle,  obedient,  and 
patient,  as  well  as  the  most  docile  and  sagacious  of  all  quad- 
rupeds. They  are  used  to  carry  burdens,  and  for  traveling. 
Their  attachment  to  their  masters  is  remarkable ;  and  they 
seem  to  live  but  to  serve  and  obey  them.  They  always  kneel 
to  receive  their  riders  or  the  loads  they  have  to  carry. 

4.  The  anecdotes,  illustrating  the  character  of  the  elephant, 
are  numerous.  An  elephant,  which  was  kept  for  exhibition 
at  London,  was  often  required,  as  is  usual  in  such  exhibitions, 
to  pick  up,  with  his  trunk,  a  piece  of  money,  thrown  upon 
the  floor  for  this  purpose.  On  one  occasion,  a  sixpence  was 
thrown,  which  happened  to  roll  a  little  out  of  his  reach,  not 
far  from  the  wall.  Being  desired  to  pick  it  up,  he  stretched 
out  his  proboscis  several  times  to  reach  it ;   failing  in  this,  he 

'  stood   motionless  a  few  seconds,   evidently  considering  how 
to  act. 


»- 


-11- 


-O 


e- 


122  m°guffey's  third  reader 

5.  He  then  stretched  his  proboscis  in  a  straight  line  as  far 
as  he  could,  a  little  distance  above  the  coin,  and  ulew  with 
great  force  against  the  wall.  The  angle  produced  by  the 
opposition  of  the  wail,  made  the  current  of  air  act  under  the 
coin,  as  he  evidently  supposed  it  would  ;  and  it  was  curious  to 
observe  the  sixpence  traveling  toward  the  animal,  till  it  came  ! 
within  his  reach,  and  he  picked  it  up. 

6.  A  soldier,  in  India,  who  had  frequently  carried  an  ele-  j 
phant  some   arrack,   being   one   day   intoxicated,   and   seeing  j 
himself  pursued  by  the'  guard,  whose  orders  were  to  conduct 
him  to   prison,  took  refuge  under  the  elephant.     The  guard 

|  soon  finding  his  retreat,  attempted  in  vain  to  take  him  from  j 
his  asylum ;   for  the  elephant  vigorously  defended  him  with 
his  trunk. 

7.  As  soon  as  the  soldier  became  sober,  and  saw  himself 
placed  under  such  an  unwieldy  animal,  he  was  so  terrified  that 
he  scarcely  durst  move  either  hand  or  foot;  but  the  elephant 
soon  caused  his  fears  to  subside,  by  caressing  him  with  his 
trunk,  and  thus  tacitly  saying,  "Depart  in  peace." 

8.  A  pleasing  anecdote  is  related  of  an  elephant,  which  was 
the  property  of  the  nabob. of  Lucknow.  There  was,  in  that 
city,  an  epidemic  disorder,  making  dreadful  havoc  among  the 
inhabitants.  The  road  to  the  palace  gate  was  covered  with 
the  sick  and  dying,  lying  on  the  ground  at  the  moment  the 
nabob  was  about  to  pass. 

9.  Regardless  of  the  suffering  he  must  cause,  the  nabob 
held  on  ids  way,  not  caring  whether  his  beast  trod  upon  the 
poor  helpless  creatures  or  not.  But  the  animal,  more  kind- 
hearted  than  his  master,  carefully  cleared  the  path  of  the  poor 
helpless  wretches  as  he  went  along.  Some  lie  lifted  with  his 
trunk,  entirely  out  of  the  road.  Some  he  set  upon  their  feet, 
and  among  the  others,  he  stepped  so  carefully,  that  not  an 
individual  was  injured. 

Compiled. 

Questions.  —  Of  what  countries  is  the  elephant  a  native  1  Upon 
■what  does  he  feed  ?  Is  he  ever  tamed  ?  Of  what  use  is  he,  when 
tamed  1  What  good  qualities  does  he  possess  ?  What  trait  of  char- 
acter did  the  elephant  exhibit  in  getting  the  piece  of  money?  What 
one,  in  protecting  the  soldier  ?  What  one,  in  sparing  the  sick,  who 
were  lying  upon  the  ground  1 

In  the  last  sentence,  which  words  are  prepositions  ?  Which  are  the 
adverbs  ?     What  do   they   qualify  7     What  does   the  word  adverb 


6- 


OF   THE    ECLECTIC    SERIES. 


123 


mean  ?     Why  is  it  so  called?     Which  are  the  verbs,  and  which  is  the 
nominative  to  each  ? 

What  sound  1it.s  s  in  tho  words  cause  and  his?  (pages  13,  47,  20.)  What 
is  the  prefix  in  the  word  unwieldy  ?  (page  111.)  What  is  the  prefix  in  dis- 
order ?  (  page  115.)     See  McGuffoy's  Spelling-book. 


ARTICULATION. 


Thd. 
Thz. 
Thr. 


LESSON    XXXVIII. 


1.  Wan'-der-er,  one  who  has  strayed 

out  of  the  way. 

2.  Sus-pense',  doubt,  uncertainty. 

3.  Trav'-ers-ed,  passed  over  and  ex- 

amined. 

5.  As-cer-tain'-ed,  made  certain. 

6.  Sym'-pa-thi-zed,  felt  for. 


10. 


11. 


13. 


De-cliv'-i-ty,  descent  of  land. 

Pro-claim'-ed,  made  known  pub- 
licly. 

Pro-ces'-sion,  a  train  of  persons 
walking  or  riding. 

Pvop-re-sent-a'-tion,  the  act  of 
describing  or  showing. 


Loath'd,  seeth'd,  smooth'd,  sooth'd,  mouth'd. 

I                               !                                     5  5 

Loathes,  seethes,  smooths,  soothes,  mouths.    J 

2                             2                              3  2                                    1 

Thread,,  threat,  thrift,  throtde,  through. 


6 


THE    LOST    CHILD. 

Remark.  —  Never  allow  yourself,  in  reading,  to  think   of  any 
thing  but  the  subject  before  you,  and  thus  you>"  manner  will  be  much,  j 
more  natural,  and  you  will  be  better  understood  by  others. 

Articulate    each   letter  clearly.  —  Sep-a-ra-ted,   not  sep'ra-ted:  | 

children,    not   chil-ren:    wan-der-er,    not   wan-dWer:    gath-er-ing,  not  j 

gath'rin:    coun-te-nan-ces,    not  count' nan-ccs:    in-ter-est,   not   in-Vres:  J 
hast-i-ly,  not  hastfly:  ev-er-y,  not  ev'ry:  di-rect-ed,  not  d'rect-ed. 

1.  A  few  years  since,  a  child  was  lost  in  the  woods.     He 
was  out,  with  his  brothers  and  sisters,  gathering  berries,  and 

, $ 


I  124 


M<-'GUFFEY  S   THIRD    READER 


•f 


was  accidentally  separated  from  them,  and  lost.  The  chil- 
dren, after  looking  in  vain  for  some  time,  in  search  of  the 
little  wanderer,  returned,  just  in  the  dusk  of  the  evening,  to 
inform  their  parents,  that  their  brother  was  lost,  and  could  not 
be  found. 

2.  The  woods,  at  that  time,  were  infested  with  bears.  The 
darkness  of  a  cloudy  night  was  rapidly  coming  on,  and  the 
alarmed  father,  gathering-  a  few  of  his  neighbors,  hastened  in 
search  of  the  lost  child.  The  mother  remained  at  home, 
almost  distracted  with  suspense. 

3.  As  the  clouds  gathered,  and  the  darkness  increased,  the 
father  and  the  neighbors,  with  highly-excited  fears,  traversed 
the  woods  in  all  directions,  and  raised  loud  shouts  to  attract 
the  attention  of  the  child.  But  their  search  was  in  vain. 
They  could  find  no  trace  of  the  wanderer ;  and,  as  they  stood 
under  the  boughs  of  the  lofty  trees,  and  listened,  that,  if  possi- 
ble, they  might  hear  his  feeble  voice,  no  sound  was  borne  to 
their  ears  but  the  melancholy  moaning  of  the  wind,  as  it  swept 
through  the  thick  branches  of  the  forest. 

4.  The  gathering  clouds  threatened  an  approaching  storm, 
and  the  deep  darkness  of  the  night  had  already  enveloped 
them.  It  is  difficult  to  conceive  what  were  the  feelings  of  that 
father.  And  who  could  imagine  how  deep  the  agony  which 
filled  the  bosom  of  that  mother,  as  she  heard  the  wind,  and 
beheld  the  darkness  in  which  her  child  was  wandering! 

5.  The  search  continued  in  vain,  till  nine  o'clock  in  the 
evening.  Then,  one  of  the  party  was  sent  back  to  the  village, 
to  collect  the  inhabitants  for  a  more  extensive  search.  The 
bell  rung  the  alarm,  and  the  cry  of  fire  resounded  through  the 

|  streets.  It  was,  however,  ascertained  that  it  was  not  fire 
which  caused  the  alarm,  but  that  the  bell  tolled  the  more 
solemn  tidings  of  a  lost  child. 

6.  Every  heart  sympathized  in  the  sorrows  of  the  dis- 
tracted parents.  Soon,  multitudes  of  the  people  were  seen 
ascending  the  hill,  upon  the  declivity  of  which  the  village 
was  situated,  to  aid  in  the  search.  Ere  long,  the  rain  began 
to  fall,  but  no  tidings  came  back  to  the  village  of  the  lost 
child.  Hardly  an  eye  was  that  night  closed  in  sleep,  and 
there  was  not  a  mother  who  did  not  feel  for  the  agonized 
parents. 

7.  The  night  passed  away,  and  the  morning  dawned,  and 
yet  no  tidings  came.     At  last,  those  engaged  in  the  search,  I 


<; 


-® 


0?    THE    ECLECTIC    SERIES. 


125 


met  together,  and  held  a  consultation.  They  made  arrange- 
inents  for  a  more  minute  and  extended  search,  and  agreed 
that,  in  case  the  child  was  found,  a  gun  should  be  fired,  to 
give  a  signal  to  the  rest  of  the  party. 

8.  As  the  sun  arose,  the  clouds  were  dispelled,  and  the 
whole  landscape  glittered  in  the  rays  of  the  bright  morning. 
But  that  village  was  deserted  and  still.  The  stores  were 
closed,  and  business  was  hushed.  Mothers  were  walking  the 
streets,  with  sympathizing  countenances  and  anxious  hearts. 
There  was  but  one  thought  there  :  "  What  has  become  of  the 
lost  child?" 

9.  All  the  affections  and  interest  of  the  community,  were 
flowing  in. one  deep  and  broad  channel  toward  the  little  wan- 
derer. About  nine  in  the  morning,  the  signal  gun  was  fired, 
which  announced  that  the  child  was  found ;  and  for  a  moment, 
how  dreadful  was  the  suspense  !  Was  it  found  a  mangled 
corpse,  or  was  it  alive  and  well  ? 

lQ.^jSoon,  a  joyful  shout  proclaimed  the  safety  of  the  child. 
The  shout  was  borne  from  tongue  to  tongue,  till  the  whole 
forest  rung  again  with  the  joyful  acclamations  of  the  multitude. 
A  commissioned  messenger  rapidly  bore  the  tidings  to  the 
distracted  mother.  A  procession  was  immediately  formed,  by 
those  engaged  in  the  search.  The  child  was  placed  upon  a 
platform,  hastily  constructed  from  the  boughs  of  trees,  and 
borne  in  triumph  at  the  head  of  the  procession.  When  they 
arrived  at  the  brow  of  the  hill,  they  rested  for  a  moment,  and 
proclaimed  their  success  with  three  loud  and  animated  cheers. 

11.  The  procession  then  moved  on,  till  they  arrived  in 
front  of  the  dwelling,  where  the  parents  of  the  child  resided. 
The  mother,  who  stood  at  the  door,  with  streaming  eyes  and 
throbbing  heart,  could  no  longer  restrain  herself,  or  her 
feelings. 

12.  She  rushed  into  the  street,  clasped  her  child  to  her 
bosom,  and  wept  aloud.  Every  eye  was  suffused  with  tears, 
and,  for  a  moment,  all  were  silent.  But  suddenly,  some  one 
gave  a  signal  for  a  shout.  One  loud,  and  long,  and  happy 
note  of  joy  rose  from  the  assembled  multitude,  and  they  then 
dispersed  to  their  business  and  their  homes. 

13.  There  was  more  joy  over  the  one  child  that  was  found, 
than  over  the  ninety  and  nine  that  went  not  astray.  Like- 
wise, there  is  joy  in  the  presence  of  the  angels  of  God,  over 
one  sinner  that  repenleth.  But  still,  this  is  a  feeble  represent- 
ation of  the  love  of  our  Father  in  heaven  for  us,  and  of  the 


Gr 


-r~% 


V- 


■Q 


12G 


MCGUFFEY  S   THIRD   READER 


joy  with  which  the  angels  welcome  the  returning  wanderer. 
The  mother  can  not  feel  for  her  child  that  is  lost,  as  God  feels 
for  the  unhappy  wanderers  in  the  paths  of  sin. 

14.  The  child  was  exposed  to  a  few  hours  of  suffering; 
it  was  in  danger  of  being  torn  by  the  claws  and  teeth  of  the 
bear ;  and  how  anxiously  did  the  wretched  mother  pray  for 
its  deliverance  !  How  warmly  were  the  sympathies  of  friends 
enlisted  in  its  favor,  and  how  perseveringly  were  their  efforts 
directed  to  its  recovery  !  Oh,  if  a  mother  can  feel  so  much, 
what  must  be  the  feelings  of  our  Father  in  heaven,  for  those 
who  have  strayed  from  his  love  ?  If  man  can  feel  so  deep  a 
sympathy,  what  must  be  the  emotions  which  glow  in  the 
bosom  of  angels  ?  • 

Abbott. 


Question's.  —  What  is  this  story  about  ?  "Where  was  the  child 
lost  ?  With  what  were  the  woods  infested  ?  Who  went  out  in  search 
of  the  little  wanderer  ?  What  was  to  be  the  signal,  when  they  found 
the  child  ?  Did  they  find  him  the  first  night  ?  What  did  the  neigh- 
bors then  do  ?  What  sound  proclaimed  the  recovery  ot  the  child  ? 
How  was  the  child  taken  to  its  mother  ?  What  were  the  feelings  of 
the  mother  on  beholding  it  ?  When  is  there  joy  in  heaven  ?  Does 
not  this  imply  the  great  worth  of  the  soul  ? 


LESSON    XXXIX. 


15.  Or'-phan,  a  fatherless  or  mother- 
lass  child. 
A-ban'-don-ed,  given  up. 
Wiles,  tricks,  cunning  plans. 


IT).  Ter'-ri-bly,  in  a  manner  to  cause 
fear.  [action. 

17.  Vi'-o-lence,    vehemence,  excited 
20.  Ter'-ri-fi-ed,    very   much   fright- 
ened. 


THE    DEAD    MOTHER. 

Articulation.  —  Articulate  clearly  the  h  in  the  following  words : 
why,  what,  when  :  not  wy,  wat,  wen.     See  Exercise  IV.  page  18. 

1.  Fath.    Touch  not  thy  mother,  boy  ;  thou  canst  not  wake 

her. 

2.  Child.    Why,  father?     She  still  wakens  at  this  hour. 


(.> 


-® 


— — . — — — <& 

OF   THE  ECLECTIC   SERIES.  127 

3.  Fath.    Your  mother's  dead,  my  child. 

4.  Child.    And  what  is  dead  ? 
If  she  be  dead,  why,  then,  'tis  only  sleeping, 
For  I  am  sure  she  sleeps.     Come,  mother,  rise : 
Her -hand  is  very  cold! 

5.  Fath.    Her  heart,  is  cold. 
Her  limbs  are  bloodless,  would  that  mine  were  so! 

6.  Child.    If  she  would  waken,  she  would  soon  be  warm.  g 
Why  is  she  wrapt  in  this  thin  sheet  ?     If  I 
This  wint'ry  morning,  were  not  covered  better, 
I  should  be  cold,  like  her. 

I     7.  Fath.    No,  not  like  her  : 

The  fire  might  warm  you,  or  thick  clothes;  but  Iter  — 
Nothing  can  warm  again  ! 

|     8.    Child.    If  I  could  wake  her, 

She  would  smile  on  me,  as  she  always  does, 
I  And  kiss  me.     Mother !    you  have  slept  too  long ; 

Her  face  is  pale,  and  it  would  frighten  me, 

But  that  I  know  she  loves  me. 

9.  Fath.    Come,  my  child. 

9  10.   Child.    Once,  when  I  sat  upon  her  lap,  I  felt 
A  beating  at  her  side,  and  then  she  said 
It  was  her  heart  that  beat,  and  bade  me  feel 
For  my  own  heart,  and  they  both  beat  alike, 
Only  mine  was  the  quickest ;    and  I  feel 
My  own  heart  yet;    but  hers — I  can  not  feel. 

11.  Fath.    Child!  child!  you  drive  me  mad;  come  hence, 

I  say. 

12.  Child.    Nay,  father,  be  not  angry!    let  roe  stay 
Here  till  my  mother  wakens. 

13.  Fath.    I  have  told  you, 
Your  mother  can  not  wake ;    not  in  this  world ; 
But  in  another,  she  will  wake  for  us. 
When  we  have  slept  like  her,  then  we  shall  see  her. 

14.  Child.    Would  it  were  night,  then  ! 

15.  Fath.    No,  unhappy  child! 
Full  many  a  night  shall  pass,  ere  thou  canst  sleep 
That  last,  long  sleep.      Thy  father  soon  shall  sleep  it ;  ' 
Then  wilt  thou  be  deserted  upon  earth ; 
None  will  regard  thee  ;    thou  wilt  soon  forget 


128 


MCGUFFEY  S   THIRD    READER 


-® 


That  thou  hadst  natural  ties  ;    an  orphan  lone. 
Abandoned  to  the  wiles  of  wicked  men. 

16.  Child.    Father!    father! 

Why  do  you  look  so  terribly  upon  me, 
You  will  not  hurt  me? 

17.  Fata.     Hurt  thee,  darling?    no! 
lias  sorrow  s  violence  so  much  of  anger, 
That  it  should  fright  my  boy  ?     Come,  dearest,  eome. 

18.  Child.  You  are  not  angry,  then? 

19.  Fath.    Too  well  I  love  you. 

20.  Child.     All  you  have  said,  I  can  not  now  remember, 
Nor  what  is  meant ;    you  terrified  me  so. 

But  this  I  know  you  told  me;    I  must  sleep 
Before  my  mother  wakens  ;    so,  to-morrow  ! 
Oh,  father  !    that  to-morrow  were  but  eome  ! 

Anonymous. 


Questions.  —  What  is  this  species  of  composition  called  ?  How 
should  it  be  read  ?  What  mark  is  that  after  "father,"  in  the  second 
line  ?     What  is  its  use  7 


ARTICULATION. 

2  2                            2                        2                            2                      3 

JYgz.     Sings,  things,  wings,  flings,  stings,  gongs. 

2  2                            2                               3                         2                          2 

Ngd.     Wing'd,  twang'd,  clang'd,  throng'd,  bung'd,  hang'd. 

2  2                                  2                       2                               2                       2 

Nks.     Thinks,  drinks,  shrinks,  blinks,  thanks,  banks. 


LESSON    XL. 


2.  Dis-eov'-er-ed,  found  out. 
Tin'-y,  very  small. 

3.  Coin-po'-ser,  an  author. 
Or'-ches-tra,  a  body  of  musicians. 
Coin-po-si'-tions,  musical  pieces.* 


6.  Rap'-tures,  extreme  delight. 
8.  Chat'-ting,  talking  familiarly. 
10.  De-ject'-ed,     discouraged,    low- 
spirited. 
Strewn,  spread  by  scattering. 


*  It  will  be  recollected,  that  those  definitions  only  are  given,  which  are 
appropriate  in  the  connection  in  which  the  word  is  used. 


©- 


OF   THE   ECLECTIC    SERIES. 


129 


LITTLE    VICTORIES. 

Remark.  —  In  conversational  pieces  like  the  following,  the  man- 
ner of  each  speaker  should  be  imitated,  as  in  a  dialogue. 

Articulate  the  letter  d: — round,  not  roun:  found,  not  fount 
mind,  not  mine:  mild,  not  mile:  hund-reds,  not  hun-reds:  hand,  not 
han:  tohi,  not  tole:  and,  not  an:  fond,  not /on:  a-sham'd,  not  a-shame. 

Articulate  the  t: — lost,  not  loss:  burst,  not  b urs:  just,  not juss: 
great-est,  not  great-es:  loud-est,  not  loud-es. 

1.  "Oh,  mother,  now  that  I  have  lost  my  limb,  I  can 
never  be  a  soldier  or  a  sailor;  I  can  never  go  round  the 
world!"  And  Hugh  burst  into  tears,  now  more  really  af- 
flicted than  he  had  ever  been  yet.  His  mother  sat  on  the 
bed  beside  him,  and  wiped  away  his  tears  as  they  flowed, 
while  he  told  her,  as  well  as  his  sobs  would  let  him,  how 
long  and  how  much  he  had  reckoned  on  going  round  the 
world,  and  how  little  he  cared  for  any  thing  else  in  future  ; 
and  now  this  was  just  the  very  thing  he  should  never  be  able 
to  do ! 

2.  He  had  practiced  climbing  ever  since  he  could  remem- 
ber, and  now  this  was  of  no  use  ;  he  had  practiced  marching, 
and  now  he  should  never  march  again.  When  he  had 
finished  his  complaint,  there  was  a  pause,  and  his  mother 
said, 

"  Hugh,  you  have  heard  of  Huber." 

"The  man  who  found  out  so  much  about  bees?"  said 
Hugh. 

"  Bees  and  ants.  When  Huber  had  discovered  more  than 
had  ever  been  known  about  these,  and  when  he  was  sure 
that  he  could  learn  still  more,  and  was  more  and  more  anxious 
to  peep  into  their  tiny  homes,  and  curious  ways,  he  became 
blind." 

3.  Hugh  sighed,  and  his  mother  went  on. 

"  Did  you  ever  hear  of  Beethoven  ?  He  was  one  of  the 
greatest  musical  composers  that  ever  lived.  His  great,  his 
sole  delight,  was  in  music.  It  was  the  passion  of  his  life. 
When  all  his  time  and  all  his  mind  were  given  to  music,  he 
suddenly  became  deaf,  perfectly  deaf;  so  that  he  never  more 
heard  one  single  note  from  the  loudest  orchestra.  While 
crowds  were  moved  and  delighted  with  his  compositions,  it 
was  all  silence  to  him."  Hugh  said  nothing. 
™ , , . — ■& 


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130 


mcguffey's  third  reader 


o 


4.  "  Now  do  you  think,"  asked  his  mother  —  -and  Hugh 
saw  that  a  mild  and  gentle  smile  beamed  from  her  counte- 
nance,—  "do  you  think  that  these  people  were  without  a 
heavenly  Parent  ?  " 

"O  no  !  but  were  they  patient?"  asked  Hugh. 

"  Yes,  in  their  different  ways  and  degrees.  Would  you 
suppose,  that  they  were  hardly  treated  1  Or  would  vou  not 
rather  suppose,  that  their  Father  gave  them  something  better 
to  do,  than  they  had  planned  for  themselves  ? " 

5.  "  He  must  know  best,  of  course  ;  but  it  does  seem  very 
hard,  that  that  very  thing  should  happen  to  them.  Huber 
would  not  have  so  much  minded  being  deaf,  perhaps  ;  or  that 
musical  man  being  blind." 

"  No  doubt  their  hearts  often  swelled  within  them,  at  their 
disappointments ;  but  I  fully  believe  that  they  very  soon  found 
God's  will  to  be  wiser  than  their  wishes.  They  found,  if 
they  bore  their  trial  well,  that  there  was  work  for  their  hearts 
to  do,  far  nobler  than  any  the  head  could  do  through  the  eye, 
or  the  ear.  And  they  soon  felt  a  new  and  delicious  pleasure, 
which  none  but  the  bitterly  disappointed  can  feel." 

"What  is  that?" 

6.  "  The  pleasure  of  rousing  the  soul  to  bear  pain,  and  of 
agreeing  with  God  silently,  when  nobody  knows  what  is  in 
the  breast.  There  is  no  pleasure  like  that  of  exercising  one's 
soul  in  bearing  pain,  and  of  finding  one's  heart  glow  with  the 
hope  that  one  is  pleasing  God." 

"  Shall  I  feel  that  pleasure  ?  " 

"Often  and  often,  I  have  no  doubt;  every  time  you  can 
willingly  give  up  your  wish  to  be  a  soldier,  or  a  sailor,  or 
any  thing  else  you  have  set  your  mind  upon,  you  Avill  feel 
that  pleasure.  But  I  do  not  expect  it  of  you  yet.  I  dare 
say,  it  was  long  a  bitter  thing  to  Beethoven  to  see  hundreds 
of  people  in  raptures  with  his  music,  when  he  could  not  hear 
a  note  of  it." 

7.  "  But  did  he  ever  smile  again  ?  "  asked  Hugh. 

"  If  he  did,  he  was  happier  than  all  the  fine  music  in  the 
world  could  have  made  him,"  replied  his  mother. 

"  I  wonder,  O,  I  wonder  if  I  shall  ever  feel  so  !  " 


"  We  will  pray  to  God  that  you  may. 
now  ?  " 


Shall  we  ask  him 


C- 


$ — -© 

OF   THE   ECLECTIC   SERIES.  131 

Hugh  clasped  his  hands.  His  mother  kneeled  beside  the 
bed,  and,  in  a  very  few  words,  prayed  that  Hugh  might  be 
able  to  bear  his  misfortune  well,  and  that  his  friends  might 
give  him  such  help  and  comfort  as  God  should  approve. 

8.  Hugh  found  himself  subject  to  very  painful  feelings 
sometimes,  such  as  no  one  quite  understood,  and  such  as  lie 
feared  no  one  was  able  to  pity  as  they  deserved.  On  one 
occasion,  when  he  had  been  quite,  merry  for  a  while,  and  his 
mother  and  his  sister  Agnes  were  chatting,  they  thought  they 
heard  a  sob  from  the  sofa.  They  spoke  to  Hugh,  and  found 
that  he  was  indeed  crying  bitterly. 

"  What  is  it,  my  dear  ?  "  said  his  mother.  "  Agnes,  have 
we  said  any  thing  that  could  hurt  his  feelings?  " 

"  No,  no,"  sobbed  Hugh.     "  I  will  tell  you  presently." 

9.  And  presently  he  told  them,  that  he  was  so  busy  listen- 
ing to  what  they  said,  that  he  forgot  every  thing  else,  when 
he  felt  as  if  something  got  between  two  of  his  toes ;  uncon- 
sciously he  put  down  his  hand,  as  if  his  foot  was  there  ! 
Nothing  could  be  plainer  than  the  feeling  in  his  toes  ;  and 
then,  when  he  put  out  his  hand,  and  found  nothing,  it  was  so 
terrible  !  it  startled  him  so  ! 

It  was  a  comfort  to  find  that  his  mother  knew  about  this. 
She  came,  and  kneeled  by  his  sofa,  and  told  him  that  many 
persons  who  had  lost  a  limb,  considered  this  the  most  painful 
thing  they  had  to  bear,  for  some  time ;  but  that,  though  the 
feeling  would  return  occasionally  through  life,  it  would  cease 
to  be  painful. 

10.  Hugh  was  very  much  dejected,  and  when  he  thought 
of  the  long  days,  and  months,  and  years,  to  the  end  of  his  life, 
and  that  he  should  never  run  and  play,  and  never  be  like 
other  people,  he  almost  wished  that  he  was  dead. 

Agnes  thought  that  he  must  be  miserable  indeed,  if  he  could 
venture  to  say  this  to  his  mother.  She  glanced  at  her 
mother's  face,  but  there  was  no  displeasure  there.  On  the 
contrary,  she  said  this  feeling  was  very  natural.  She  had 
felt  it  herself,  under  smaller  misfortunes  than  Hugh's  :  but 
she  had  found,  though  the  prospect  appears  all  strewn  with 
troubles,  that  they  come  singly,  and  are  not  so  hard  to  bear, 
after  all. 

11.  She  told  Hugh,  that  when  she  was  a  little  girl,  she  was 
very  lazy,  fond  of  her  bed,  and  not  at  all  fond  of  dressing  or 
washing. 


© $ 

132  McGUFFEYS  third  reader 


"  Why,  mother  !  }tou  ?  "  exclaimed  Hugh. 

"  Yes  ;  that  was  the  sort  of  little  girl  I  was.  Well,  I  wns 
in  despair,  one  day,  at  the  thought  that  I  should  have  to  wash 
and  clean  ray  teeth,  and  brush  my  hair,  and  put  on  every 
article  of  dress,  every  morning  as  long  as  I  lived." 

"  Did  you  tell  any  body  ?  "  asked  Hugh. 

12.  "No;  I  was  ashamed  to  do  that;  but  I  remember  I 
cried.  You  see  how  it  turns  out.  When  we  have  become 
accustomed  to  any  thing,  we  do  it  without  ever  thinking  of 
the  trouble,  and,  as  the  old  fable  tells  us,  the  clock,  that  has 
to  tick  so  many  millions  of  times,  has  exactly  the  same 
number  of  seconds  to  do  it  in.  So  will  you  find,  that  you 
can  move  about  on  each  separate  occasion,  as  you  wish,  and 
practice  will  enable  you  to  do  it  without  any  trouble  or 
thought." 

"  But  this  is  not  all,  nor  half  what  I  mean,"  said  Hugh. 

13.  "No,  my  dear,  nor  half  what  you  will  have  to  bear. 
You  resolved  to  bear  it  all  patiently,  I  remember.  But  what 
is  it  you  dread  the  most?  " 

"  Oh !  all  manner  of  things.  I  can  never  do  like  other 
people." 

"  Some  things,"  replied  his  mother.  "  You  can  never  play 
cricket,  as  every  Crofton  boy  would  like  to  do.  You  can 
never  dance  at  your  sister's  Christmas  parties." 

14.  "  Oh  !  mamma  !  "  cried  Agnes,  with  tears  in  her  eyes, 
and  with  the  thought  in  her  mind,  that  it  was  cruel  to  talk  so. 

"  Go  on  !  Go  on  !  "  cried  Hugh,  brightening.  You  know 
what  I  feel,  mother;  and  you  don't  keep  telling  me,  as  others 
do,  and  even  sister  Agnes,  sometimes,  that  it  won  't  signify 
much,  and  that  I  shall  not  care,  and  all  that;  making  out  that 
it  is  no  misfortune,  hardly,  when  I  know  what  it  is,  and  they 
do  n't.     Now  then,  go  on,  mother  !     What  else  ?  " 

15.  "There  will  be  little  checks  and  mortifications  contin- 
ually, when  you  see  little  boys  leaping  over  this,  and  climbing 
that,  and  playing  at  the  other,  while  you  must  stand  out,  and 
can  only  look  on.  And  some  people  will  pity  you,  in  a  way 
you  do  n't  like  :  and  some  may  even  laugh  at  you." 

"  0  mamma  !  "  exclaimed  Agnes. 

"  Well,  and  what  else  ?  "  said  Hugh. 

16.  "  Sooner  or  later,  you  will  have  to  follow  some  way  of 
® , _ @ 


OF   THE   ECLECTIC    SERIES,  133 


life  determined  by  this  accident,  instead  of  one  that  you  would 
have  liked  better. 

«  Well,  what  else  ?  " 

,  "  I  must  ask  you,  now.  I  can  think  of  nothing  more  ;  and 
I  hope  there  is  not  much  else ;  for  indeed,  I  think  here  is  quite 
enough  for  a  boy,  or  any  one  else,  to  bear." 

"  I  will  bear  it,  though  ;  you  will  see." 

17.  "You  will  find  great  helps.  These  misfortunes,  of 
themselves,  strengthen  one's  mind.  They  have  some  advan- 
tages, too.  You  will  be  a  better  scholar  for  your  lameness,  I 
have  no  doubt.  You  will  read  more  books,  and  have  a  mind 
richer  in  thoughts.  You  will  be  more  beloved  by  us  all,  and 
you  yourself  will  love  God  more  for  having  given  you  some- 
thing to  bear  for  his  sake.  God  himself  will  help  you  to  bear 
your  trials.  You  will  conquer  your  troubles  one  by  one,  and 
by  a  succession  of  little  victories,  will,  at  last,  completely 
triumph  over  all." 

Miss    Martineau. 


Questions.  —  What  was  the  matter  with  Hugh  ?  What  plan  for 
the  future  did  this  misfortune  interfere  with  ?  Whom  did  his  mother 
mention  as  having  heeri  similarly  situated  ?  How  was  Huber  disap- 
pointed ?  How  was  Beethoven  disappointed  ?  From  whom  come  our 
disappointments  ?  Are  they  intended  for  our  good  ?  How  should  we 
feel  under  them?  How  did  Hugh's  mother  comfort  him  ?  What  did 
Hugh  determine  to  do  ?  In  what  way  did  his  mother  think  that  his 
misfortune  would  be  an  advantage  to  him  ? 

In  the  last  sentence,  which  words  are  in  the  objective  case  ?  What 
two  verbs  are  in  the  future  tense  ?  Which  are  the  pronouns  ?  Which 
are  the  prepositions  ?  In  the  14th  paragraph,  what  interjection  is 
there  ?  Point  out  three  nouns  in  this  paragraph.  What  does  the 
word  noun  mean  ? 

TO    TEACHERS. 

It  will  be  found  a  profitable  exercise,  in  addition  to  the  spelling  and 
denning  at  the  head  of  each  lesson,  to  call  upon  the  class  to  spell  the 
more  difficult  words.  It  is  recommended,  also,  that  the  pupils  be  fre- 
quently required  to  write  upon  a  blackboard,  or  slate,  words  selected 
by  the  teacher  from  the  reading  lesson,  as  it  is  very  common  to  find 
those,  who  spell  correctly  by  the  ear,  to  be  at  fault  when  required  to 
write  the  same  words. 


8f* 


. — _ — _ & 

134  mcguffey's  third  reader 


lesson  xl: 


1.  Mul'-ti-tude,  a  great  number.  j     S.  For-swear',  to  swear  falsely. 


2.  Eles'-sed,  happy. 
Mcr'-ci-ful,  exercising  mercy. 

3.  Per'-se-cu-ted,    troubled    or   pun- 

ished for  religious  opinions. 


9.  Do-spite'-ful-ly,  maliciously. 
10.  Pub'-li-can,  a  collector  of  taxes. 
(These,  among  the  Jews,  were 
very  bad  men.) 


EXTRACT  FROM  THE  SERMON  ON  THE  MOUNT. 

Remark.  —  The  words  Lord  and  God  are  seldom  pronounced  with, 
that  full  and  solemn  sound  that  is  proper,  hud,  and  Laicard,  and 
Gad  and  Gawd,  are  too  frequently  used  instead  of  the  proper  sounds  : 
if  the  pupil  can  learn  to  speak  the  three  words,  0  —  Lord  —  God,  in  a 
clear,  full,  and  solemn  tone,  it  will  be  worth  no  little  attention. 

Articulate  the  r  in  the  following  words:  poor,  their,  hunger, 
are,  pure,  members,  forswear,  perform,  earth,  neither,  Iteuru,  more,  there- 
fore, perfect.     See  Exercise  IV.,  page  19. 

1.  And  seeing  the  multitude,  He  went  up  into  a  mountain: 
and  when  He  was  set,  His  disciples  came  unto  Him:  and  He 
opened  His  mouth,  and  taught  them,  saying, 

2.  Blessed  are  the  poor  in  spirit:  for  theirs  is  the  kingdom 
of  heaven.  Blessed  are  they  that  mourn  :  for  they  shall  be 
comforted.  Blessed  are  the  meek  :  for  they  shall  inherit  the 
earth.  Blessed  are  they  which  do  hunger  and  thirst  after 
righteousness  :  for  they  shall  be  filled.'  Blessed  are  the  merci- 
ful :  for  they  shall  obtain  mercy.  Blessed  are  the  pure  in 
heart :   for  they  shall  see  God. 

3.  Blessed  are  the  peace-makers :  for  they  shall  be  called 
the  children  of  God.  Blessed  are  they  which  are  persecuted 
for  righteousness'  sake :  for  theirs  is  the  kingdom  of  heaven. 
Blessed  are  ye  when  men  shall  revile  you,  and  persecute  you, 
and  shall  say  all  manner  of  evil  against  you  falsely,  for  my 
sake.  Rejoice  and  be  exceeding  glad;  for  great  is  your 
reward  in  heaven ;  for  so  persecuted  they  the  prophets  which 
were  before  you. 

14.  Think  not  that  I  am  come  to  destroy  the  law,  or  the 
prophets  :  I  am  not  come  to  destroy,  but  to  fulfill.     For  verily 
® — . ® 


M- 


OF   THE    ECLECTIC   SERIES.  135 

[  say  unto   you,  Till   heaven   cud  earth   pass,  one  jot  or  one 
little  shall  in  no  wise  pass  from  the  law,  till  all  be  fulfilled. 

5.  Whosoever,  therefore,  shall  break  one  of  these  least 
commandments,  and  shall  teach  men  so,  lie  shall  be  called 
least  in  the  kingdom  of  heaven  ;  but  whosoever  shall  do,  and 
teach  them,  the  same  shall  be  called  great  in  the  kingdom  of 
heaven.  For  I  say  unto  you,  That  except  your  righteousness 
exceed  the  righteousness  of  the  Scribes  and  Pharisees,  ye 
shall  in  no  case  enter  into  the  kingdom  of  heaven. 

6.  Ye  have  heard  that  it  was  said  by  them  of  old  time, 
Thou  shalt  not  kill;  and  whosoever  shall -kill,  shall  be  in 
danger  of  the  judgment.  But  I  say  unto  you,  That  whoso- 
ever is  angry  with  his  brother  without  a  cause,  shall  be  in 
danger  of  the  judgment:  and  whosoever  shall  say  to  his 
brother,  Raca,  shall  be  in  danger  of  the  council  :  but  whoso- 
ever shall  say,  Thou  fool,  shall  be  in  danger  of  hell-fire. 

7.  If  thy  right  eye  offend  thee,  pluck  it  out,  and  cast  it 
from  thee:  for  it  is  profitable  for  thee  that  one  of  thy  mem- 
bers should  perish,  and  not  that  thy  whole  body  should  be 
cast  into  hell.  If  thy  right  hand  offend  thee,  cut  it  off,  and 
cast  it  from  thee :  for  it  is  profitable  for  thee  that  one  of  thy 
members  should  perish,  and  not  that  thy  whole  body  should 
be  cast  into  hell. 

8.  Again,  ye  have  heard  that  it  hath  been  said  by  them  of 
old  time,  Thou  shalt  not  forswear  thyself,  but  shalt  perform 
unto  the  Lord  thine  oaths  :  but  I  say  unto  you,  Swear  not  at 
all ;  neither  by  heaven  ;  for  it  is  God's  throne :  nor  by  the 
earth  ;  for  it  is  His  footstool :  neither  by  Jerusalem  ;  for  it  is 
the  city  of  the  great  King :  neither  shalt  thou  swear  by  thy 
head,  because  thou  canst  not  make  one  hair  white  or  black. 
But  let  your  communication  be  yea,  yea  ;  nay,  nay  ;  for  what- 
soever is  more  than  these  cometh  of  evil. 

9.  Ye  have  heard  that  it  hath  been  said,  Thou  shalt  love 
thy  neighbor  and  hate  thine  enemy :  but  I  say  unto  you, 
Love  your  enemies,  bless  them  that  curse  you,  do  good  to 
them  that  hate  you,  and  pray  for  them  which  despitefully  use 
you  and  persecute  you  ;  that  ye  may  be  the  children  of  your 
Father  which  is  in  heaven :  for  He  maketh  His  sun  to  rise  on 
the  evil  and  on  the  good,  and  scndeth  rain  on  the  just  and  on 
the  unjust. 

10.  For  if  you  love  them  which  love  you,  what  reward 


-® 


#- 


13G  rpguffey's  third  reader 

have  ye  ?    do  not  even  the  publicans  the  same  ?     And   if  ye 
salute  your  brethren  only,  what  do  ye  more  than  others?    do 
not  even  the  publicans  so  ?     Be  ye,  therefore,  perfect,  even  as 
your  Father  which  is  in  heaven  is  perfect. 
k  Bible. 


Questions.  —  Who  delivered  this  sermon?  Why  are  the  poor 
in  spirit  blessed  or  happy  ?  Why,  they  that  mourn  ?  What  kind  of 
mourners  are  intended  ?  Why  are  the  meek  happy  ?  Why,  they  who 
hunger  and  thirst  after  righteousness?  Why,  the  merciful  ?  Why, 
the  pure  in  heart  ?  Why,  peace-makers  ?  Why,  the  persecuted  for 
righteousness'  sake?  What  should  we  do  to  our  enemies?  What 
do?s  God  do  to  the  evil  and  the  good  1 

In  the  first  sentence,  for  what  noun  does  the  pronoun  He  stand  ? 
Which  are  the  nouns  in  this  sentence  ?  Which  are  the  participles  ? 
Which  are  the  conjunctions  ?  Which  words  are  in  the  objective  case  ? 
Which  in  the  nominative  ?     What  does  the  word  nominative  mean  ? 

OCT  See  Pinneo's  Primary  Grammar. 

From  what  is  the  word  unjust  derived?  (page  111.)  What  is  the  prefix? 
(page  111.)  What  meaning  does  it  give?  (page  111.)  What  is  a  prefix  ? 
(page  111.)  From  what  is  the  word  only  derived?  (page  107.)  What  is 
the  affix?  (page  107.)  What  meaning  does  it  give  the  word?  (page  107.) 
From  what  is  the  affix  ly  derived?  (page  107.)  What  is  an  affix  ?  (page  100.) 
See  McGmTey's  Eclectic  Spelling-book. 


ARTICULATION". 

N  o  t  e  .  —  Combinations  composed  of  two  elementary  sounas  having  been 
thus  far  given  for  practice,  the  following  exercises  will  contain  principally 
combinations  of  three,  four,  and  five  elements.  This  progressive  plan  has 
been  adopted,  because  thus  tho  development  of  the  organs  will  bo  better 
secured:,'  and  the  habit  of  distinct  articulation  more  easily  acquired. 

Observe  that  e  in  blabbed,  gabbles,  &c,  is  omitted. 

2  2  2  2 

Bz,    bst.  Blabs,         blabst :  throbs,         throbst. 

Bd,    bdst.         Blabb'd,     blabb'dst:        throbb'd,      throbb'dst. 

2  2  2  2 

Biz,  blst.  Gabbl's,     gabbl'st:  quibbl's,       quibbl'st. 

Bid,  bldst.        Gabbl'd,     gabbl'dst:        quibbl'd,      quibbl'dst. 

6 ■ ® 


OF   THE  ECLECTIC   SERIES. 


137 


-® 


LESSON   XLII. 


1.  Un-cul'-ti-va-ted,  not  improved 
by  labor. 

Quest,  search. 

Re-sourc'-es,  sources  of  support. 
3.  Cer'-e-mo-ny,  outward  form. 

5.  Con-jur'-ing,  imploring  with  so- 

lemnity. 

6.  Ap-peas'-ed,    made    quiet    and 

friendly. 

10.  Fe-roc'-ity,   savageness,  cruelty. 

11.  Cops'-es,  woods  of  small  growth. 


Pon'-der-ous,  very  heavy. 

12.  Te-nac'-i-ty,  that  quality  which 

keeps  things  from  separating. 
In-stan-ta'-nc-ous-ly,   in   an  in- 
stant. 

13.  Un-per-ceiv'-ed,  not  seen. 
15.  Poueh'-es,  small  bags. 

Per-pen-dlc'-u-lar,  straight  up 
and  down. 

En'-ter-pri-sing,  forward  to  un- 
dertake, resolute. 


17. 


STORIES  ABOUT  THE  BEAR. 

Avoid  the  omission  of  the  unaccented  i  in  words  like  solitary,  ani- 
mals, perilous,  eminence,  <tc.     See  Exercise  IV.,  page  1G. 

Pronounce  correctly. —  Oft-en,  (pro.  of  'fa),  not  of-ten:  quad-ru- 
peds,  not  quad-ry-pids:  mag-ni-tude,  not  mag-ni-tood,  nor  mag-iri-lshude : 
|  to-bac-co,  not  tub-bac-ker:  con-jur'-ing,  not  con'-jur-in:  haunts,  (pro. 
hahnts.) 

1.  The  American  black  bear  lives  a  solitary  life  in  forests 
and  uncultivated  deserts,  and  subsists  on  fruits,  and  on  the 
voting  shoots  and  roots  of  vegetables.  lie  is  exceedingly  fond 
of  honey,  and,  as  he  is  a  most  expert  climber,  he  scales  the 
loftiest  trees  in  search  of  it.  He  delights  in  fish,  and  is  often 
found  in  quest  of  them,  on  the  borders  of  lakes,  and  on  the 
sea-shore.  When  these  resources  fail,  he  will  attack  small 
quadrupeds,  and  even  animals  of  some  magnitude.  Indeed, 
as  is  usual  in  such  cases,  the  love  of  flesh  in  him  grows  with 
the  use  of  it. 

2.  The  bear  chiefly  adopts  for  his  reheat,  the  hollow  trunk 
of  some  old  tree.  The  hunter,  whose  business  it  is  to  watch 
him  in  his  retreat,  climbs  a  neighboring  tree,  and  seats  himself 
opposite  to  the  hole.  In  one  hand  he  holds  his  gun,  and  in 
the  other  a  torch,  which  he  darts  into  the  cavity.  Frantic 
with  rage  and  terror,  the  bear  makes  a  spring  from  his  station  ; 
but  the  hunter  improves  the  moment  of  his  appearance,  and 
shoots  him. 


©- 


■12- 


-0 


-0 


138 


MCGUFFEY  S    THIRD    READER 


3.  The  pursuit  of  these  animals  is  a  matter  of  the  first 
importance  to  some  of  the  Indian  tribes,  and  is  never  under- 
taken without  much  ceremony.  A  principal  warrior  gives  a 
general  invitation  to  all  the  hunters.  This  is  followed  by  a 
•strict  fast  of  eight  days,  in  which  they  abstain  from  food,  but 
during  which,  the  day  is  passed  in  continual  song. 


4.  When  they  arrive  at  the  hunting  ground,  they  surround 
as  large  a  space  as  they  can,  and  then  contract  their  circle, 
searching,  at  the  same  time,  every  hollow  tree,  and  every  place 
capable  of  being  the  retreat  of  a  bear ;  and  they  continue  the 
same  practice  till  the  chase  is  expired. 

5.  As  soon  as  a  bear  is  killed,  a  hunter  puts  into  his  mouth 
a  lighted  pipe  of  tobacco,  and  blowing  into  it,  fills  the  throat 
with  the  smoke,  conjuring  the  spirit  of  the  animal  not  to 
resent  what  they  were  about  to  do  to  his  body,  or  to  render 
their  future  chase  unsuccessful. 

6.  As  the  beast  makes  no  reply,  they  cut  out  the  string 
of  the  tongue,  and  throw  it  into  the  fire.  If  it  crackle  and 
shrivel  up,  (which  it  is  almost  sure  to  do,)  they  accept  this  as 
a  good  omen  ;  if  not,  the)-  consider  that  the  spirit  of  the  beast 
is  not  appeased,  and  that  the  chase  of  the  next  year  will  be 
unfortunate. 


O- 


•o 


© — ® 

OF   THE   ECLECTIC    SERIES.  139 


7.  Some  years  since,  when  the  western  part  of  New  York 
was  in  a  state  of  nature,  and  wolves  and  bears  were  not  afraid 
of  being  seen,  some  enterprising  settler  had  erected,  and  put 
in  operation,  a  saw-mill  on  the  banks  of  the  Genesee. 

8.  One  day,  as  he  was  sitting  on  the  log,  eating  his  bread 
and  cheese,  a  large  black  bear  came  from  the  woods  toward 
the  mill.  The  man,  leaving  his  luncheon  on  the  log,  made  a 
spring,  and  seated  himself  on  a  beam  above ;  when  the  bear, 
mounting  the  log,  sat  down  with  his  back  toward  the  saw, 
which  was  in  operation,  and  commenced  satisfying  his  appe- 
tite on  the  man's  dinner. 

9.  After  a  little  while,  the  saw  progressed  enough  to  inter- 
fere with  the  fur  on  Bruin's  back,  and  he  hitched  along  a 
little,  and  kept  on  eating.  Again,  the  saw  came  up,  and 
scratched  a  little  flesh.  The  bear  then  whirled  round ;  and 
throwing  his  paws  around  the  saw,  held  on  till  he  was  man- 
gled through  and  through,  when  he  rolled  off,  and  fell  into  the 
flood. 

10.  The  grizzly  bear,  like  the  American  black  bear,  inhabits 
the  northern  part  of  America ;  but,  unlike  him,  he  is,  perhaps, 
the  most  formidable  of  all  bears  in  magnitude  and  ferocity. 
He  averages  twice  the  bulk  of  the  black  bear,  to  which,  how- 
ever, he  has  some  resemblance.  His  teeth  are  of  great  size 
and  power.  His  feet  are  enormously  large.  The  talons 
sometimes  measure  more  than  six  inches. 

11.  The  neighborhood  of  the  Rocky  mountains  is  one  of 
the  principal  haunts  of  this  animal.  There,  amid  woods  and 
plains,  and  tangled  copses  of  boughs  and  underwood,  he 
reigns  as  much  the  monarch,  as  the  lion  is  of  the  sandy  wastes 
of  Africa.  Even  the  bison  can  not  withstand  his  attack. 
Such  is  his  muscular  strength,  that  he  will  drag  this  ponder- 
ous animal  to  a  convenient  spot,  where  he  digs  a  pit  for  its 
reception. 

12.  The  Indians  regard  him  with  the  utmost  terror.  His 
extreme  tenacity  of  life  renders  him  still  more  dangerous ;  for 
he  can  endure  repeated  wounds,  which  would  be  instantane- 
ously mortal  to  other  beasts,  and,  in  that  state,  can  rapidly 
pursue  his  enemy.  So  that  the  hunter  who  fails  to  shoot  him 
through  the  brain,  is  placed  in  a  most  perilous  situation. 

13.  One  evening,  the  men  in  the  hindmost  of  one  of  Lewis 
and  Clark's  canoes,  perceived  one  of  these  bears  lying  in  die 


C- 


*40  mcguffey's  third  reader 


-& 


open  ground,  about  three  hundred  paces  from  die"  river ;  and 

six  of  them,  who  were  all  good  hunters,  went  to  attack  him. 

Concealing  themselves  by  a  small  eminence,  they  were  able  to 
j  approach  within  forty  paces  unperceived  ;  four  of  the  hunters 
FTiow  fired,  and  each  lodged  a  ball  in  his  body,  two  of  which 

passed  directly  through  the  lungs. 

14.  The  bear  sprang  up,  and  ran-  furiously,  with  open 
mouth,  upon  them;  two  of  the  lumters,  who  had  reserved  their 
fire,  gave  him  two  additional  wounds,  and  one  breaking  his 
shoulder-blade,  somewhat  retarded  his  motions.  Before  they 
could  again  load  their  guns,  he  came  so  close  on  them,  that 
they  were  obliged  to  run  toward  the  river,  and  before  they 
had  gained  it,  the  bear  had  almost  overtaken  them. 

15.  Two  men  jumped  into  the  canoe ;  the  other  four  sepa- 
rated, and  concealing  themselves  among  the  willows,  fired  as 
fast  as  they  could  load  their  pieces.  Several  times  the  bear 
was  struck,  but  each  shot  seemed  only  to  direct  his  fury 
toward  the  hunter;  at  last,  he  pursued  them  so  closely  that 
they  threw  aside  their  guns  and  pouches,  and  jumped  from  a 
perpendicular  bank,  twenty  feet  high,  into  the  river. 

16.  The  bear  sprang  after  them,  and  was  very  near  the 
hindmost  man,  when  one  of  the  hunters  on  the  shore  shot  him 
through  the  head,  and  finally  killed  him.  When  they  dragged 
him  on  shore,  they  found  that  eight  balls  had  passed  through 
his  body  in  different  directions. 

17.  On  another  occasion,  the  same  enterprising  travelers 
met  with  the  largest  bear  of  this  species  they  had  ever  seen. 
When  they  fired,  he  did  not  attempt  to  attack,  but  fled  with 
a  tremendous  roar,  and  such  was  his  tenacity  of  life,  that, 
although  five  balls  had  passed  through  the  lungs,  and  five 
other  wounds  were  inflicted,  he  swam  more  than  half  across 
the  river,  to  a  sand-bar,  and  survived  more  than  twenty 
minutes. 

A  M  0  N  Y  M  0  0  S  , 


Questions. — What  is  the  subject  of  this  lesson?  "Where  is  the 
bear  usually  found?  What  is  the  Indian  method  of  hunting  the  bear? 
What  superstitious  ideas  have  the  Indians  about  bears  ? 

For  what  does  the  pronoun  he  stand,  in  the  last  sentence  ?  In  what 
case  is  it  ?  To  how  many,  and  what  verbs  is  it  nominative  ?  What 
verb  in  the  infinitive  mode  do  you  find  in  the  sentence  'I  Why  is  this 
mode  called  ihfvriitiie  ?     How  many  modes  have  verbs  ? 

&— ^ & 


O— — — — - — — — _ — : •$> 

OF   THE   ECLECTIC   SERIES.  141 


LESSON    XLIII. 


2.  Trsns-par'-ent,    clear,    admitting 

light. 
Re-fraet'-e'l,  turned  from  a  direct 
course. 

3.  Phe-nom'-e-non,  appearance. 


Ed'-i-fy-ing,  instmctire. 
Con-dc-ecend'-ed,   stooped,   isum- 

bled  himself. 
Sym'-bol,  as  emblem, 
Se-iene',  clear,  fair. 


4.  Cov'-e-aant,,  a  mutual  agreement.  I       Form-a'-tion,  tho  act  of  making. 


THE    RAINBOW. 

Remark. — One  lessor,  read  with  reflection,  ■will  more  improve 
the  mind,  and  enrich  the  understanding,  than  skimming  over  tke  sur- 
face of  a  whole  book. 

Articulate  the  consonants  in  the  following  words  :  darts,  drops, 
transparent,  refracted,  globes,  reflected,  fast,  spectator,  0bserves,  conclude. 
See  Exercise  III.,  pages  11  to  15. 

L  When  the  sun  darts  his  rays  on  the  drops  of  water  that 
fall  from  a  cloud,  and  when  we  are  so  placed  that  our  backs 
are  toward  the  sun,  and  the  cloud  is  before  us,  then  we  see  a 
rainbow. 

2.  The  drops  of  rain  may  be  considered  as  small  transpar- 
ent globes,  on  which  the  rays  fall,  and  are  twice  refracted,  and 
once  reflected.  Hence  the  colors  of  the  rainbow ;  which  are 
seven  in  number,  and  are  arranged  in  the  following  order,  red, 
orange,  yellow,  green,  blue,  indigo,  and  violet. 

3.  These  colors  appear  the  most  vivid,  when  the  cloud 
behind  the  rainbow  is  dark,  and  the  drops  of  rain  fall  thick 
and  fast.  The  drops  falling  continually,  produce  a  new  rain- 
bow every  moment,  and  as  each  spectator  has  his  particular  I 
situation,  from  which  he  observes  this  phenomenon,  it  so  hap- 
pens that  no  two  men,  properly  speaking,  can  see  the  same 
rainbow.  This  rainbow  can  last  no  longer  than  the  drops  of 
rain  continue  to  fall. 

4.  If  we  consider  the  rainbow  merely  as  a  phenomenon  of 
nature,  it  is  one  of  the  finest  sights  imaginable.  It  is  the 
most  beautiful  colored  picture  which  the  Creator  has  placed 
before  our  eyes.  But,  when  we  recollect  that  God  has  made 
it  a  sign  of  his  mercy,  and  of  the  covenant  which  he  has  con- 


y 


142 


McGUFFEY  S    THIRD    READER 


dsscended  to  enter  into  with  man ;  then  we  shall  find  matter 
in  it  for  the  most  edifying  reflection. 

5.  When  the  rain  is  general,  there  can  be  no  rainbow :  as 
often,  therefore,  as  we  see  this  beautiful  symbol  of  peace,  we 
may  conclude  with  certainty,  that  we  need  fear  no  deluge ; 
for  to  effect  one,  there  must  be  a  violent  rain  from  all  parts  of 
the  heavens  at  once. 

6.  Thus,  when  the  sky  is  only  covered  on  one  side  with 
clouds,  and  the  sun  is  seen  on  the  other,  it  is  a  proof  that 
these  gloomy  clouds  shall  be  shortly  dispersed,  and  the 
heavens  become  serene.  Hence  it  is,  that  a  rainbow  can  not 
be  seen,  unless  the  sun  be  behind,  and  the  rain  before  us.  In 
order  to  the  formation  of  the  bow,  it  is  necessary  that  the  sun 
and  the  rain  should  be  seen  at  the  same  time.    ■■ 

SSITRM. 

Questions.  —  On  what  is  the  rainbow  formed?  How  many 
colors  has  the  rainbow  ?  What  are  they  1  Of  what  is  the  rainbow  a 
sign  1  When  can  there  not  be  a  rainbow  ?  What  is  necessary  to  its 
formation  ? 


ARTICULATION. 


Dz, 

dst. 

Feeds, 

feedst : 

upholds, 

upholdst 

Dth, 

dths. 

Width, 

widths : 

breadth, 

breadths 

Dlz, 

dlst. 

2 

Huddl's, 

huddl'st : 

bridl's, 

bridl'st. 

Did, 

didst. 

Huddl'd, 

huddl'dst : 

bridl'd, 

bridl'dst. 

LESSON   XLIV. 


1.  Land'-scape,  a  portion  of  country. 
3.  Ze'-nith,  that  part  of  the  heavens 
directly  over  head. 

6.  Grand'-eiir,  greatness,  splendor. 

7.  Om-nip'-o-tence,  Almighty  power. 


8.  Pa-vil'-ion,  a  tent. 

De'-i-ty,  the  Supreme  Being. 

12.  Tran-scri'-bed,  copied. 

13.  Venge'-ance,  punishment. 
Un-furl'-ed,  unfolded. 


©- 


-<Sb 


<•>- 


OF   THE    ECLECTIC   SERIES.  143 


THE    RAINBOW. 

Remark.  —  Do  not  allow  the  measure  of  poetry,  its  rhyme  and 
melody,  to  betray  you  into  a  mode  of  chanting. 

Pronounce  correctly.  —  Land-scape,  not  land-skip:  herb-age,  (pro. 
herb-age  or  erb-age)  :  dis-tance,  not  dis-tunce:  Om-nip-o-tence,  not  Om- 
nip-tunce, 

1.  The  evening  was  glorious,  and  light  through  the  trees 
Play'd   the  sunshine   and  rain-drops,   the    birds    and   the 

breeze, 
The  landscape,  outstretching  in  loveliness,  lay 
On  the  lap  of  the  year,  in  the  beauty  of  May. 

2.  For  the  Queen  of  the   Spring,  as  she  passed   down  the 

vale, 
Left  her  robe  on  the  trees,  and  her  breath  on  the  gale ; 
And  the  smiles  of  her  promise  gave  joy  to  the  hours, 
And  flush,  in  her  footsteps,  sprang  herbage  and  flowers. 

3.  The  skies,  like  a  banner,  in  sunset  unroll  'd, 

O  'er  the  west  threw  their  splendor  of  azure  and  gold ; 
But  one  cloud  at  a  distance,  rose  dense,  and  increas'd, 
Till  its  margin  of  black  touch'd  the  zenith  and  east. 

4.  We  gazed  on  the  scenes,  while  around  us  they  glow'd, 
When  a  vision  of  beauty  appear 'd  on  the  cloud, 

'T  was  not  like  the  sun,  as  at  mid-day  we  view, 
Nor  the  moon    that   rolls    nightly  through  star-light   and 
blue. 

5.  Like  a  spirit,  it  came  in  the  van  of  the  storm, 

And  the  eye  and  the  heart  hailed  its  beautiful  form : 
For  it  looked  not  severe,  like  an  Angel  of  Wrath, 
But  its  garment  of  brightness  illum'd  its  dark  path. 

6.  In  the  hues  of  its  grandeur,  sublimely  it  stood, 

O  'er  the  river,  the  village,  the  field,  and  the  wood ; 
And  river,  field,  village,  and  woodlands,  grew  bright, 
As  conscious  they  gave  and  afforded  delight. 

7.  'T  was  the  bow  of  Omnipotence,  bent  in  his  hand, 
Whose  grasp  at  Creation  the  universe  spann  'd ; 

6 '■ -■■  & 


© . ! 

(  144  mcguffey's  third  reader 

T was  the  presence  of  God,  in  symbol  sublime; 
His  vow-  from  the  flood  till  the  exit  of  Time. 

1*8.  O  !    such  was  the  Rainbow,  that  beautiful  one  ! 

Whose  arch  was  refraction,  its  key-stone  the  Sun ; 
A  pavilion  it  seemed,  which  the  Deity  graced, 
And  Justice  and  Mercy  met  there  and  embraced. 

9.  Awhile,  and  it  sweetly  bent  over  the  gloom, 

Like  Love  o'er  a  death-couch,  or  Hope  o'er  the  tomb; 
Then  left  the  dark  scene ;    whence  it  slowly  retired, 
As  Love  had  just  vanished,  or  Hope  had  expired. 

[  10.  I  gazed  not  alone  on  that  source  of  my  song; 
To  all  who  beheld  it,  these  verses  belong:; 
Its  presence  to  all  was  the  path  of  the  Lord ! 
Each  full  heart  expanded,  grew  warm,  and  adored. 

|   11.  Like  a  visit,  the  converse  of  friends,  or  a  day, 
That  bow  from  my  sight  passed  for  ever  away ; 
Like  that  visit,  that  converse,  that  day,  to  my  heart, 
That  bow  from  remembrance  can  never  depart. 

12.  'Tis  a  picture  in  memory,  distinctly  defined 
With  the  strong  and  unpcrishing  colors  of  mind : 
A  part  of  my  being,  beyond  my  control, 
Beheld  on  that  cloud,  but  transcribed  on  my  soul. 

13.  Not  dreadful,  as  when  in  the  whirlwind  he  pleads, 
When  storms  are  his  chariot,  and  lightning  his  steeds, 
The  black  clouds,  his  banner  of  vengeance,  unfurled, 
And  thunder  his  voice  to  a  guilt-stricken  world: 

14.  In  the  breath  of  his  presence,  when  thousands  expire, 
And  the  seas  boil  with  fury,  and  rocks  burn  with  fire, 
And  the  sword,  and  the  plague-spot,  with  death  strew  the 

plain, 
And  vultures  and  wolves  are  the  graves  of  the  slain. 

Campbell. 


Questions.  —  What  should  be  avoided  in  reading  poetry  ?  (See 
Remark  prefixed  to  this  lesson).  What  mark  is  that  between  "  plague" 
and  "  spot,"  in  the  last  line  but  one  ?    For  what  purpose  is  it  used  ? 

«— © 


«> 


-o 


OF   THE   ECLECTIC    SERIES. 


145 


LESSON    XLV 


Port-maa'-teau,  (pro.  port-man' -to),  a 
kind  of  bag  to  carry  clothes  in. 

Con-struc'-tion,  the  manner  of  putting 
together  the  parts  of  a  machine. 

Ex'-qui-site,  exact,  delicate. 

Cu'-ri-ous,  made  with  skilL 


Screen,  a  curtain,  a  cover. 
De-ei'-pher-ing,  explaining. 
Man'-u-script,  a  book  or  paper  writ- 
ten with  the  hand  or  pen. 
Con-ject'-uro,  guess. 
Rep-re-sent-a'-tion,  image. 


;  A    WONDERFUL    INSTRUMENT. 

I  Pronounce  correctly. —  Dis-trib-u-ting,  not  dis-trib-it-ing :  in- 
[  ju-ry,  not  in-jer-ry:  val-ue,  not  val-ew:  ac-cu-rate,  not  ac-ker-it:  man-u- 
I  scripts,  not  man-ny-scripts :  con-ject-ure,  not  con-jec-ter. 

A  gentleman,  just  returned  from  the  city,  was  surrounded 
by  his  children,  who  were  eager  to  hear  the  news ;  and  still 
more  eager  to  see  the  contents  of  a  small  portmanteau,  which 
were,  one  by  one,  carefully  unfolded  and  displayed  to  view. 
After  distributing  among  them  a  few  presents,  the  father  took 
his  seat  again,  and  the  following  conversation  took  place. 

Father.  I  have  brought  from  the  city,  for  my  own  use, 
something  far  more  curious  and  valuable,  than  any  of  the  little 
gifts  which  you  have  received.  It  is  too  good  to  present  to 
any  of  you,  but  I  will  give  you  a  brief  description  of  it,  and 
then,  perhaps,  allow  you  to  inspect  it. 

This  small  instrument  displays  the  most  perfect  ingenuity 
of  construction,  and  the  most  exquisite  nicety  and  beauty  of 
workmanship.  From  its  extreme  delicacy,  it  is  so  liable  to 
injury,  that  a  sort  of  light  curtain  adorned  with  a  beautiful 
fringe,  is  always  provided,  and  so  placed  as  to  fall,  in  a  mo- 
ment, on  the  approach  of  the  slightest  danger.  Its  external 
appearance  is  always  more  or  less  beautiful,  although  in  this 
respect,  there  is  a  great  variety  in  the  different  sorts. 

But  the  internal  contrivance  is  the  same  in  all  of  them,  and 
is,  in  the  highest  degree,  curious  and  wonderful.  By  a  slight 
movement  easily  effected  by  the  person  to  whom  it  belongs, 
you  can  ascertain,  with  great  accuracy,  the  size,  color,  shape, 
weight,  and  value  of  any  article  whatever.  A  person,  who 
has  one  of  these  instruments,1  is  saved  the-  trouble  of  asking  a 
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146  mcguffey's  third  reader 

thousand  questions,  and  of  making  troublesome  experiments, 
and,  at  the  same  time,  by  its  use,  he  obtains  much  more 
accurate  and  extensive  information,  than  he  could  in  any 
other  way. 

Edward.  If  they  are  such  very  useful  thing's,  I  wonder 
that  every  body  that  can  afford  it,  does  not  have  one.' 

Father.  They  are  not  so  uncommon  as  you  may  suppose. 
I  know  several  individuals  who  possess  one  or  two  of  them. 

Henry.  How  large  is  it,  father  ?  Could  I  hold  it  in  my 
hand  ? 

Father.  You  might:  but  I  should  be  very  sorry  to  trust 
mine  with  you. 

Edward.  You  will  be  obliged  to  take  very  great  care  of  it, 
then. 

Father.  Indeed  I  must.  I  intend  every  night  to  inclose  it 
in  the  small  screen  of  which  I  told  you,  and  it  must,  besides, 
occasionally  be  washed  in  a  certain  colorless  fluid,  kept  for 
this  purpose.  But  notwithstanding  the  tenderness  of  this  in- 
strument, it  may  be  darted  to  a  great  distance,  without  the 
least  injury  or  any  danger  of  losing  it. 

Henry.    How  high  can  you  dart  it,  father  ? 

Father.  I  am  almost  afraid  to  tell  you,  lest  you  should 
think  I  am  jesting. 

Edward.    Higher  than  this  house,  I  suppose ! 

Father.    Much  higher. 

Henry.    Then  how  do  you  get  it  again  ? 

Father.  It  is  easily  cast  down  by  a  gende  movement,  that 
does  it  no  injury. 

Edward.    But  who  can  do  this  ? 

Father.    The  person  whose  business  it  is  to  take  care  of  it. 

Henry.  "Well,  I  can  not  understand  you  at  all ;  but  do  tell 
us,  father,  what  it  is  chiefly  used  for. 

Father.  Its  uses  are  so  various,  that  I  know  not  which  to 
mention.  It  is  of  great  service  in  deciphering  old  manuscripts, 
and,  indeed,  has  its  use  in  modern  prints.  It  will  assist  us 
greatly  in  acquiring  all  kinds  of  knowledge,  and  without  it, 
some  of  the  most  sublime  parts  of  creation  would  be  matter  of 
mere  conjecture. 

Edward.    Well,  tell  us  something  more  about  it. 

Father.    It  is  of  a  very  penetrating  quality,  and  can  often 


-« 


o- 


OF   THE   ECLECTIC   SEEJES.  H? 

discover  secrets  which  could  be  detected  by.no  other  means. 
It  must  be  confessed,  however,  that  it  is  equally  liable  to 
reveal  them. 

Henry.     What !  can  it  speak,  then  ? 

Father.  It  is  sometimes  said  to  do  so,  especially  when  it 
meets  with  one  of  its  own  species. 

Edward.    Of  what  color  is  it  ? 

Father.    They  vary  considerably  in  this  respect. 

Edward.    Of  what  color  is  yours  1 

Father.  I  believe  it  is  of  a  darkish  color,  but,  to  confess 
the  truth,  I  never  saw  it  in  my  life. 

Both.    Never  saiu  it  in  your  life  ? 

Father.  No,  nor  do  I  wish  to  see  it ;  but  I  have  seen  a 
representation  of  it,  which  is  so  exact  that  my  curiosity  is  per- 
fectly satisfied. 

Edward.    But  why  don't  you  look  at  the  thing  itself? 

Father.    I  should  be  in  danger  of  losing  it,  if  I  did. 

Henry.    Then  you  could  buy  another. 

Father.  Nay,  I  believe  that  I  could  not  prevail  on  any 
body  to  part  with  such  a  thing. 

Edward.    Then  how  did  you  get  this  one  ? 

Father.  I  am  so  fortunate  as  to  have  more  than  one :  but 
how  I  got  them  I  really  can  not  recollect. 

Edward.  Not  recollect?  why,  you  said  you  brought  them 
from  the  city  to-night. 

Father.  So  I  did ;  I  should  be  sorry  if  I  had  left  them 
behind  me. 

Henry.  Tell,  father,  do  tell  us  the  name  of  this  wonder- 
ful  INSTRUMENT. 

Father.    It  is  called  —  an  EYE. 

Jane    Taylor. 


Questions.  —  What  is  the  most  wonderful  instrument  ever  made? 
Who  is  the  maker  of  this  instrument  ?  What  do  we  call  the  curtain 
■which  falls  before  it  ?  What  do  we  call  the  fringe  ?  What  is  meant 
by  darting  the  eye  to  a  distance  ?  What  is  meant  by  casting  it  down? 
How  is  it  that  a  person  can  not  see  his  own  eye  ?  In  what  way  does 
he  see  its  representation  ?  What  does  this  wonderful  instrument 
prove  with  regard  to  its  Maker. 


~0 


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148 


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MCGUFFEY  S   THIRD   READER 


ARTICULATION, 


Fs,   fst. 

Snuffs, 

snuffst : 

whiffs, 

whiffst. 

Ft,    fts,     ftst. 

Drift, 

2 

drifts, 

driftst : 

2 

sifts  t. 

Fl,    flz,     fist. 

Trill, 

trill's, 

trifl'st : 

muffl'st. 

Fid,  fldst. 

TrifTd, 

trifi'dst: 

2 

muffl'd, 

2 

muffl'dst 

LESSON    XLVI. 

1.  Right'-eous-ness,  purity  of  heart 

and  life. 
Up'-right-ness,  honesty. 
3.  Dis-ceru',  to  see  the  difference,  to 

distinguish. 


10. 


Stat'-ues,  written  laws. 
Ex-cel'-led,  went  beyond. 
Com-mu'-ned,  converse* 
Ap-par'-el,  clothing. 
How-be'-it,  yet,  nevertheless. 


SOLOMON'S    WISE    CHOICE. 

Remark.  —  "When  a  sentence  is  quoted  in  the  Bible,  it  is  distin- 
guished by  being  begun  with  a  capital  letter,  and  not  by  the  usual 
quotation  marks  ;  as,  in  the  first  paragraph  below  —  God  said,  Ask 
what  I  shall  give  thee.  Thee  and  thou,  are  used  for  you;  art  for  are; 
dost  for  do,  and  several  other  words,  different  from  those  used  in  the 
common  style  of  writing.  This  manner  of  writing  is  called  the  solemn 
style,  and  is  used  in  prayer,  and  in  some  other  cases. 

Sound  each  letter  distinctly  and  correctly.  —  Sol-o-mon,  not  Sol-mon: 

2 

ac-cord-ing,  not  ac-cord'n:  midst,  not  midse:  stat-utes,  not  sta-choots: 
Je-ru-sa-lem,  not  J'ru-sHem:  cam-els,  not  cam-ils,  nor  cam'ls:  stones, 
not  stuns:  min-is-ters,  not  min-istuz:  ap-par-el,  not  ap-par-ul. 

1.  In  Gibeon,  the  Lord  appeared  unto  Solomon  in  a  dream 
by  night,  and  God  said,  Ask  what  I  shall  give  thee.  And 
Solomon  said,  Thou  hast  showed  unto  thy  servant  David, 
my  father,  great  mercy,  according  as  he  walked  before  thee 
in  truth,  and  in  righteousness,  and  in  uprightness  of  heart 
with  thee ;  and  thou  hast  kept  for  him  this  great  kindness, 


-o 


OF   THE   ECLECTIC    SERIES.  149 

that  thou  hast  given  him  a  son  to  sit  on  his  throne,  as  it  is 
this  day. 

2.  And  now,  0  Lord,  my  God,  thou  hast  made  thy  servant 
king,  instead  of  David  my  father ;  and  I  am  but  a  little  child. 
I  know  not  how  to  go  out  or  to  come  in.  And  thy  servant  is 
in  the  midst  of  thy  people,  which  thou  hast  chosen,  a  great 
people,  that  can  not  be  numbered  or  counted  for  multitude. 

3.  Give,  therefore,  thy  servant,  an  understanding  heart  to 
judge  thy  people,  that  I  may  discern  between  good  and  bad, 
for  who  is  able  to  judge  this  thy  so  great  a  people  ?  And  the 
speech  pleased  the  Lord,  that  Solomon  had  asked  this  thing. 

4.  And  God  said  unto  him,  Because  thou  hast  asked  this 
thing,  and  hast  not  asked  for  thyself  long  life ;  neither  hast 
thou  asked  riches  for  thyself,  nor  hast  asked  the  life  of  thine 
enemies ;  but  hast  asked  for  thyself  understanding  to  discern 
judgment;  behold,  I  have  done  according  to  thy  words :  lo,  I 
have  given  thee  a  wise  and  an  understanding  heart,  so  that 
there  was  none  like  thee  before  thee,  neither  after  thee  shall 
any  arise  like  unto  thee. 

5.  And  I  have  also  given  thee  that  which  thou  hast  not 
asked,  both  riches  and  honor ;  so  that  there  shall  not  be  any 
among  the  kings  like  unto  thee  all  thy  days.  And  if  thou 
wilt  walk  in  my  ways,  to  keep  my  statutes  and  my  com- 
mandments, as  thy  father  David  did  walk,  then  I  will 
lengthen  thy  days.  And  Solomon  awoke,  and,  behold,  it 
was  a  dream. 

6.  And  God  gave  Solomon  wisdom  and  understanding, 
exceeding  much,  and  largeness  of  heart,  even  as  the  sand  that 
is  on  the  sea-shore.  And  Solomon's  wisdom  excelled  the 
wisdom  of  all  the  children  of  the  east  country,  and  all  the 
wisdom  of  Egypt.     For  he  was  wiser  than  all  men. 

7.  And  when  the  Queen  of  Sheba  heard  of  the  fame  of 
Solomon  concerning  the  name  of  the  Lord,  she  came  to  prove 
him  with  hard  questions. 

8.  And  she  came  to  Jerusalem  with  a  very  great  train,  with 
camels  that  bare  spices,  and  very  much  gold,  and  precious 
stones  ;  and  when  she  was  come  to  Solomon,  she  communed 
with  him  of  all  that  was  in  her  heart.  And  Solomon  told  her 
all  her  questions  :  there  was  not  any  thing  hid  from  the  king 
which  he  told  her  not. 

9.  And  when  the  Queen  of  Sheba  had  seen  all  Solomon's 
wisdom,  and  the  house  that  he  had  built,  and  the  meat  of  his 


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$ — . 0 

150  mcguffey's  third  reader 

table,  and  the  sitting  of  his  servants,  and  the  attendance  of  his 
ministers,  and  their  apparel,  and  his  cup-bearers,  and  his 
ascent  by  which  he  went  up  into  the  house  of  the  Lord,  there 
was  no  more  spirit  in  her. 

10.  And  she  said  to  the  king,  It  was  a  true  report  that  I 
heard  in  mine  own  land,  of  thy  acts,  and  of  thy  wisdom. 
Howbeit,  I  believed  not  the  words,  until  I  came,  and  mine 
eyes  had  seen  it ;  and  behold,  the  half  was  not  told  me ;  thy 
wisdom  and  prosperity  exceedeth  the  fame  which  I  heard. 

11.  Happy  are  thy  men,  happy  are  these  thy  servants, 
which  stand  continually  before  thee,  and  that  hear  thy  wisdom. 

Bible. 


Questions.  —  What  one  thing  did  Solomon  ask  of  God  ?  "What 
three  things  did  God  give  him  ?  Upon  what  condition  did  God  prom- 
ise to  lengthen  his  days  ?  Who  heard  of  his  fame,  and  came  to  visit 
him  ?  In  what  way  did  he  show  to  her  his  wisdom  ?  Having  seen 
all,  what  did  she  say  ?    Who  is  wiser  than  Solomon  ? 

In  the  last  sentence,  what  does  the  adjective  happy  qualify  1  "What 
does  the  adverb  continually  qualify  ?  What  is  the  difference  between 
an  adjective  and  an  adverb  ?     See  Pinneo's  Primary  Grammar. 

What  is  the  affix  in  each  of  the  words  righteousness,  uprightness,  kindness, 
and  largeness?  (page  107.)  What  meaning  does  the  affix  give  in  these 
words?  (page  107.)  What  is  the  affix  and  what  is  the  prefix  to  the  word 
understanding?  (pages  118,  101.)  What  is  the  affix  to  the  words  pleased, 
asked,  and  excelled?  (page  102.)  When  is  the  last  e  silent  in  such  words? 
(page  102.)  Why  is  the  last  letter  doubled  in  adding  ed  to  excel,  and  not 
in  adding  the  same  syllable  to  please  and  ask  ?  (pages  102,  144.)  See 
McGuffey's  Eclectic  Spelling-book,  at  the  pages  above  referred  to. 


LESSON   XLVII. 


1.  Re-venge',  return  for  injury. 

Sup'-ple,  flexible. 
3.  Ac'-ci-dent,     any    thing    which 
happens    without    being    fore- 
seen. 
7.  Con-tempt',  scorn,  disdain. 
In-flict',  to  lay  on,  to  apply. 


8.  Hov'-er-ing,     hanging    over    or 

about. 

9.  Ex-cess',  what  is  above  measure. 
10.  A-bil'-i-ty,  power. 

12.  Un-mer'-it-ed,  not  deserved. 
Venge'-ance,  return  for  an  injury. 
Im-pos'-si-ble,  that  can  not  be. 


&- 


<s— — ■ $ 

OF   THE   ECLECTIC    SERIES.  151 


THE    NOBLEST    REVENGE. 

Uttes  each  letter  distinctly. — Heart-i-ly,  not  lw.arVly:   coun-te- 
nance,  not  coun-V  nance:  iiat-u-ral,  not  nat'ral:   op-po-site,  not  op's'Ue: 
prop-er-ly,  not  prop'ly:  ac-ci-dent,  not  ax-dent:  liov-er-ing,  not  hov'rin;   j 
ex-act-ly,  not  zac-ly:  un-luck-i-ly,  not  un-luck'ly:  dif-fer-ent,  not  dif- 
frent:  a-bil-i-ty,  not  a-bffty:  car-ry-ing,  not  car-fin:  im-pos-si-ble,  not  I 
im-pos'bk.     See  Exercises  on  E,  1,  0,  U",  on  pages  16  and  17. 

1.  "I  will  have  revenge  on  him,  that  I  will,  and  make  j 
him  heartily  repent  it,"  said  Philip  to  himself,  with  a  counte- 
nance quite  red  with  anger.     His  mind  was  so  engaged,  that 
he  did  not  see  Stephen,  who  happened  at  that  instant  to  meet 
him. 

2.  "  Who  is  that,"  said  Stephen,  "  on  whom  you  intend 
to  be  revenged?"  Philip,  as  if  awakened  from  a  dream, 
stopped  short,  and  looking  at  his  friend,  soon  resumed  a 
smile  that  was  natural  to  his  countenance.  "  Ah,"  said  he, 
"you  remember  my  supple  jack,  a  very  pretty  cane  which 
was  given  me  by  my  father,  do  you  not?  Look  there;  it  is 
in  pieces,  it  was  farmer  Robinson's  son,  who  reduced  it  to 
this  worthless  staie." 

8.  Stephen  very  coolly  asked  him,  what  had  induced  young 
Robinson  to  break  it?  "I  was  walking  peaceably  along," 
replied  he,  "  and  was  playing  with  my  caDe  by  twisting  it 
round  my  body.  By  accident,  one  of  the  ends  slipped  out  of 
my  hand,  when  I  was  opposite  the  gate,  just  by  the  wooden 
'  bridge,  where  the  ill-natured  fellow  had  put  down  a  pitcher  of 
water,  which  he  was  taking  home  from  the  welL 

4.  "  It  so  happened  that  my  cane,  in  springing  back,  upset 
the  pitcher,  but  did  not  break  it.  He  came  up  close  to  me,  • 
and  began  to  call  me  names ;  when  I  assured  him,  that  what  I 
had  done  had  happened  by  accident,  and  that  I  was  sorry  for 
it.  Without  regarding  what  I  said,  he  instantly  seized  my 
cane,  and  twisted  it,  as  you  see ;  but  I  will  make  him  repent 
of  it." 

5,  "  To  be  sure,"  said  Stephen,  "  he  is  a  very  wicked  boy, 
and  is  already  very  properly  punished  for  being  such,  since 
nobody  likes  him,  or  will  have  any  thing  to  do  with  him. 
He  can  scarcely  find  a  companion  to  play  with  him ;  and  is 
often  at  a  loss  for  amusement,  as  he  deserves  to  be.     This, 


152  MCGUFFEY'S  THIRD   READER 

properly  considered,  I  think  will  appear  sufficient  revenge  for 
you." 

6.  "All  this  is  true,"  replied  Philip,  "but  he  has  broken 
my  cane.  It  was  a  present  from  my  father,  and  a  very  pi'etty 
cane  it  was.  I  offered  to  fill  his  pitcher  for  him  again,  as  I 
knocked  it  down  by  accident.     I  will  be  revenged." 

7.  "  Now,  Philip,"  said  Stephen,  "  I  think  you  will  act 
better  in  not  minding  him,  as  your  contempt  will  be  the  best 
punishment  you  can  inflict  upon  him.  Be  assured,  he  will 
always  be  able  to  do  more  mischief  to  you  than  you  choose 
to  do  to  him.  And,  now  I  think  of  it,  I  will  teU  you  what 
happened  to  him,  not  long  since. 

8.  "  Very  unluckily  for  him,  he  chanced  to  see  a  bee  hover- 
ing about  a  flower,  which  he  caught,  and  was  going  to  pull  off 
its  wings  out  of  sport,  when  the  animal  stung  him,  and  flew 
away  in  safety  to  the  hive.  The  pain  put  him  into  a  furious 
passion,  and  like  you,  he  vowed  revenge.  He  accordingly 
procured  a  stick,  and  thrust  it  into  the  bee-hive. 

9.  "  In  an  instant,  the  whole  swarm  flew  out,  and  alighting 
upon  him,  stung  him  in  a  hundred  different  places.  He  ut- 
tered the  most  piercing  cries,  and  rolled  upon  the  ground  in 
the  excess  of  his  agony.  His  father  immediately  ran  to  him, 
but  could  not  put  the  bees  to  flight,  until  they  had  stung  him 
so  severely,  that  he  was  confined  several  days  to  his  bed. 

10.  "Thus,  you  see,  he  was  not  very  successful  in  his 
pursuit  of  revenge.  I  would  advise  you,  therefore,  to  pass 
over  his  insult.  He  is  a  wicked  boy,  and  much  stronger 
than  you  ;  so  that  your  ability  to  obtain  this  revenge  may  be 
doubtful." 

11.  "I  must  own,"  replied  Philip,  "that  your  advice 
seems  very  good.  So  come  along' with  me  and  I  will  tell 
my  father  the  whole  matter,  and  I  think  he  will  not  be  angry 
with  me."  They  went,  and  Philip  told  his  father  what  had 
happened.  He  thanked  Stephen  for  the  good  advice  he  had 
given  his  son,  and  gave  Philip  another  cane,  exactly  like  the 
first. 

12.  A  few  days  afterward,  Philip  saw  this  ill-natured  boy 
fall,  as  he  was  carrying  home  a  heavy  log  of  wood,  which  he 
could  not  lift  up  again.  Philip  ran  to  him,  and  helped  him 
to  replace  it  on  his  shoulder.  Young  Robinson  was  quite 
ashamed    at   the    thought   of    this    unmerited    kindness,    and 


6- 


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OF   THE    ECLECTIC   SERIES.  153 

heartily  repented  of  his  behaviour.  Philip  went  home  quite 
satisfied.  "  This,"  said  he,  "is  the  noblest  vengeance  I  could 
take,  in  returning  good  for  evil.  It  is  impossible  I  should 
repent  of  it." 

Ess.    Magazine. 


Questions. —  What  was  Philip  thinking  of  when  Stephen  met 
him  ?  Relate  the  occurrence  which  occasioned  these  unpleasant  feel- 
ings. What  did  Stephen  tell  him  about  the  ill-natured  boy,,  and  what 
did  he  advise  him  to  do  ?  In  what  way  did  Philip  follow  his  advice  ? 
How  did  he  feel,  and  how  did  young  Robinson  feel,  after  he  had 
returned  good  for  evil?  What  is  revenge?  Is  it  right  to  take  revenge 
on  those  who  insult  or  injure  us?  Will  revenge  heal  our  hurt,  or 
make  up  our  loss  1  Will  it  make  us  wiser,  or  better,  or  happier  ? 
What  is  the  best  and  only  kind  of  vengeance  we  should  take  ? 

In  the  last  sentence,  what  two  verbs  are  there  ?  What  pronouns  ? 
What  adjective  ?  What  preposition  ?  What  is  a  pronoun  ?  An 
adjective  ?    A  preposition  ?     A  verb  ? 

Is  bee-hive  a  simple  or  a  compound  word?  (page  124.)  What  is  the 
difference  in  meaning  between  the  words  present'  and  pres'-ent  ?  (page 
125.)  What  between  ad-vice  and  ad-vise  ?  (page  129.)  What  is  the  prefix 
in  the  word  re-place  ?  (page  111.)  What  meaning  does  it  give  the  word  ? 
(page  111.)     See  McGufiey's  Eclectic  Spelling-book. 

Spell  and  Define. — 2.  reduced:  3.  induced:  4.  assured: 
8.  procured :  10.  successful. 


ARTICULATION. 

2  2  2  2 

Gz,    gst.  Brags,  brag'st:  drags,       drag'st. 

2  2  2  2 

Gd,    gdst.  Bragg'd,  bragg'dst:  dragg'd,    dragg'dst. 

2  2  2  2 

Flagg'd,  flagg'dst:  snagg'd,    snagg'dst. 

Glz,  gist.  Smuggles,  smuggl'st:  joggl's,     joggl'st. 

2  2  2  2 

Struggl's,  struggl'st:  straggl's,  straggl'st. 

2  2  2  s 

Gld,  gldst        Smuggl'd,  smuggl'dst:  joggF'd,    joggl'dst. 

2  2  2  s 

Struggl'd,  struggl'dst:  straggl'd,  straggl'dst. 

© — — $ 


154 


MCGUFFEYS   THIRD    READER 


LESSON   XLVIII. 


De-scend'-ants,  offspring,  chil- 
dren. 

Ex'-ile,  the  state  of  being  driven 
out  of  one's  country. 

Germ,  that  from  which  any  thing 
springs. 

Prom'-i-nent,  principal,  most  eas- 
ily seen. 

Crags,  steep,  rough  rocks. 

Vol-can'-ic,  produced  by  a  vol- 
cano. 


3.  Dif-fu'-sion,  a  spreading  or  ex- 

tending widely. 

4.  Rig'-id-ly,  strictly. 
Lit'-er-a-ture,  learning,  books. 

6.  Se-lect'-ed,  chosen. 

7.  Goth'-ie,  pertaining  to  the  Goths. 
11.  Em-u-la'-tion,   rivalry,    effort   to 

excel. 
13.  Su-per-in-du'-ced,  brought  upon. 
Ac-quire'-uients,     things    which 
are  obtained  or  learned. 


CHARACTER    OP    THE    ICELANDERS. 

Remark.  —  It  is  better  to  read  a  little  too  loud,  than  in  too  feeble 
a  tone.  Read,  therefore,  as  if  you  were  addressing  the  most  distant 
person  in  the  room. 

Pronounce  correctly.  —  Mor-al,  not  mnr-ul:  de-scend-ants,  not 
de-scend-unts:  re-pub-lic-an,  not  re-pub-lic-un :  prom-i-nent :  not  prom-i- 
tiunt:  in-di-vid-u-als,  not  in-di-vid-eic-vls:  ed-u-ca-tion,  not  ed-dij-ca- 
tion:  oc-ca-sions,  not  uc-ca-sions:  isl-and,  not  isl-und:  pri-vate,  not 
pri-vit. 

1.  The  early  settlers  of  Iceland,  like  those  of  New  Eng- 
land, were  a  race  well  fitted  to  leave  a  high  state  of  moral 
feeling  and  intelligence  to  their  descendants.  Many  of  them 
were  distinguished  men  of  Norway,  who  preferred  exile  to 
oppression  at  home,  and  who  carried  to  their  adopted  country 
the  germ  of  republican  institutions,  and  of  the  knowledge  that 
can  best  uphold  them. 

2.  The  most  prominent  traits  in  the  Icelanders  are  a  love 
of  their  country,  hospitality,  intelligence,  simplicity,  and  piety. 
Though  social,  they  are  rather  disposed  to  be  serious.  It 
would  almost  seem  that  happiness,  and  simplicity  of  charac- 
ter, had  deserted  the  sunny  skies  and  fertile  fields  of  Southern 
Europe,  to  nestle  among  the  icy  crags  and  volcanic  ruins  of 
the  frozen  zone. 

3.  It  is  not  so  much  the  literary  fame  of  a  few  select  indi- 
viduals, who   have  enjoyed  superior  advantages,  whicn  strikes 


■& 


©-=- 1 -— © 

OF   THE   ECLECTIC    SERIES.  155 

our  attention,  as  the  universal  diffusion  of  the  general  princi- 
ples of  knowledge,  among  its  inhabitants.  Though  there  is 
only  one  school  in  Iceland,  and  that  solitary  school  is  exclu- 
sively designed  for  the  education  of  such  as  are  afterward  to 
fill  offices  in  the  church  or  state,  yet  it  is  exceedingly  rare  to 
meet  with  a  boy  or  girl,  who  has  attained  the  age  of  nine  or 
ten  years,  that  can  not  read  and  write  with  ease. 

4.  Domestic  education  is  most  rigidly  attended  to ;  and  it  is 
no  uncommon  thing  to  hear  youths  repeat  passages  from  the 
Greek  and  Latin  authors,  who  have  never  been  further  than  a 
few  miles  from  the  place  where  they  were  born.  On  many 
occasions,  indeed,  the  common  Icelanders  discover  an  acquaint- 
ance with  the  history  and  literature  of  other  nations,  which  is 
perfectly  astonishing. 

5.  A  winter  evening  in  an  Icelandic  family,  presents  a  scene 
in"  the  highest  degree  interesting  and  pleasing.  Between  three 
and  four  o'clock,  the  lamp  is  hung  up  in  the  principal  apart- 
ment, which  answers  the  double  purpose  of  a  bed-chamber 
and  sitting-room,  and  all  the  members  of  the  family  take  their 
stations,  with  their  work  in  their  hands,  on  their  respective 
beds,  all  of  which  face  each  other. 

6.  The  master  and  mistress,  together  with  the  children,  or 
other  relations,  occupy  the  beds  at  the  inner  end  of  the  room ; 
the  rest  are  filled  by  the  servants.  The  work  is  no  sooner 
begun,  than  one  of  the  family,  selected  on  purpose,  advances 
to  a  seat  near  the  lamp,  and  commences  the  evening  lecture, 
which  generally  consists  of  such  histories  as  are  to  be  ob- 
tained on  the  island. 

•  7.  Being  but  badly  supplied  with  printed  books,  the  Ice- 
landers are  under  the  necessity  of  copying  such  as  they  can 
get  the  loan  of,  which  sufficiently  accounts  for  the  fact,  that 
most  of  them  write  a  hand  equal,  in  beauty,  to  that  of  the 
ablest  writing-masters  fn  other  parts  of  Europe.  Some  speci- 
mens of  their  Gothic  writing  are  scarcely  inferior  to  copper- 
plate. 

8.  The  reader  is  frequendy  interrupted,  either  by  the  head, 
or  some  of  the  more  intelligent  members  of  the  family,  who 
make  remarks  on  various  parts  of  the  story,  and  propose  ques- 
tions, with  a  view  to  exercise  the  ingenuity  of  the  children 
and  servants. 

9.  At  the  conclusion  of  the  evening  labors,  which  are  fre- 
quently continued  till  near  midnight,  the  family  join  in  singing 
a  psalm  or  two ;   after  which,  a  chapter  from  some  book  of 

e  i 


& -7~- 9 

156  wcquffey's  third  reader 

devotion  is  read,  if  the  family  be  not  in  possession  of  a  Bible ; 
but  where  this  ,  Sacred  Book  exists,  it  is  preferred  to  every 
other.  A  prayer  is  also  read  by  the  head  of  the  family,  and 
the  exercise  concludes  with  a  psalm.  Their  morning  devo- 
tions are  conducted  in  a  similar  manner. 

10.  When  the  Icelander  awakes,  he  does  not  salute  any 
person  that  may  have  slept  in  the  room  with  him,  but  hastens 
to  the  door,  and  lifting  up  his  eyes  loward  heaven,  adores  him 
who  made  the  heavens  and  the  earth,  the  Author  and  Pre- 
server of  his  being,  and  the  Source  of  every  blessing.  He 
then  returns  into  the  house,  and  salutes  every  one  he  meets, 
with  "  God  grant  you  a  good  day." 

11.  There  being  no  parish  schools,  nor,  indeed,  any  private 
establishments  for  the  instruction  of  youth  in  Iceland,  their 
mental  culture  depends  entirely  on  the  disposition  and  abilities 
of  the  parents.  In  general,  however,  neither  of  these  is  want- 
ing ;  for  the  natives  of  this  island  are  endowed  with  an  excel- 
lent natural  understanding ;  and  their  sense  of  national  honor, 
formed  by  their  familiar  acquaintance  with  the  character  and 
deeds  of  their  forefathers,  spurs  them  to  emulation,  indepen- 
dent of  the  still  more  powerful  inducement,  arising  from  the 
necessity  and  importance  of  religious  knowledge. 

12.  The  children  are  taught  their  letters,  either  by  the 
mother,  or  some  other  female ;  and  when  they  have  made 
some  progress  in  reading,  they  are  taught  writing  and  arith- 
metic, by  the  father.  Every  clergyman  is  bound  to  visit  the 
different  families  in  his  parish  twice  or  thrice  a  year,  on  which 
occasion,  he  catechises  both  young  and  old ;  but  the  exercise 
is  attended  to  chiefly  with  a  reference  to  the  former,  in  order 
to  ascertain  what  degree  of  knowledge  they  possess  of  the 
fundamental  principles  of  Christianity. 

13.  These  are  all  the  means  of  instruction  which  the  great 
bulk  of  the  Icelandic  youth  enjoy ;  nevertheless,  the  love  of 
knowledge,  superinduced  by  the  domestic  habits  of  those  who 
are  their  superiors  in  point  of  age  and  mental  acquirements, 
often  prompts  them  to  build,  of  their  own  accord,  on  the 
foundation  that  has  thus  been  laid ;  and  I  have  frequently  been 
astonished  at  the  familiarity  with  which  many  of  these  self- 
taught  peasants  have  discoursed  on  subjects,  which,  in  other 
countries,  we  should  expect  to  hear  started  by  those  only  who 
fdl  the  professor's  chair,  or  who  have  otherwise  devoted  their 
lives  to  the  study  of  science. 

Henderson. 
&  & 


©- 


-<) 


OF  THE   ECLECTIC    SERIES. 


157 


Questions.  —  What  are  some  of  the  prominent  traits  in  the  char- 
acter of  the  Icelanders  ?  What  is  said  about  the  diffusion  of  knowl- 
edge ?  How  many  schools  are  there  in  Iceland  ?  What  is  domestic 
education  ?  How  do  they  spend  their  winter  evenings  ?  What  is 
exile  1     It  is  said  they  are  a  social  people ;  what  is  meant  by  that  ? 

In  the  first  sentence  of  this  lesson  there  are  eight  nouns  ;  will  you 
name  them?  Will  you  spell  each  one  of  them  in  the  singular  number? 
In  the  plural  number?  In  the  possessive  case  of  the  singular  number? 
In  the  possessive  case  of  the  plural  number  ? 


LESSON    XLIX. 


1.  Blus'-ter-ing,  being  noisy  and  loud. 
Bus'-tle,  tumult,  great  stir. 

2.  Crest,  the  top. 

Quiv'-er-ing,  trembling,  shaking. 


3.  Fair'-y,  an  imaginary  being. 
Bev'-ies,.  flocks. 
Pict'-ur-ed,  painted. 
Sheen,  brightness,  splendor. 


FREAKS    OF    THE    FROST. 

Remark. — Let  this  lesson  be  read  in  a  brisk  and  lively  manner, 
being  careful,  however,  not  to  run  one  word  into  another. 

Articulate  distinctly.  —  Slept,  not  slep :  crept,  not  crep :  cost-ly, 
not  cos-ly. 

.  1 .  The  Frost  looked  forth  one  still,  clear  night, 
And  whispered,  "  Now  I  shall  be  out  of  sight : 
So  through  the  valley,  and  over  the  hight, 

In  silence  I  '11  take  my  way. 
I  will  not  go  on,  like  that  blustering  train, 
The  wind  and  the  snow,  the  hail  and  the  rain, 
Who  make  so  much  bustle  and  noise  in  vain, 

But  I  '11  be  as  busy  as  they." 

2.  Then  he  flew  to  the  mountain,  and  powdered  its  crest, 
He  lit  on  the  trees,  and  their  boughs  he  dress  'd 
In  diamond  beads ;   and  over  the  breast 
Of  the  quivering  lake,  he  spread 


O- 


®* 


158 


hfguffey's  third  reader 


A  coat  of  mail,  that  need  not  fear 
The  downward  point  of  many  a  spear* 
That  he  hung  on  its  margin,  far  and  near, 
Where  a  rock  could  rear  its  head. 

3.  He  went  to  the  window  of  those  who  slept, 
And  over  each  pane,  like  a  fairy,  crept ; 
Wherever  he  breath  'd,  wherever  he  stepp  'd, 

By  the  light  of  the  morn  were  seen 
Most  beautiful  things ;  there  were  flowers  and  trees ; 
There  were  bevies  of  birds,  and  swarms  of  bees ; 
There  were  cities  with  temples  and  towers,  and  these 

All  pictured  in  silver  sheen. 

4.  But  he  did  one  thing,  that  was  hardly  fair ; 
He  peep  'd  in  the  cupboard,  and  finding  there 
That  all  had  forgotten  for  him  to  prepare, 

"  Now  just  to  set  them  a  thinking, 
I  '11  bite  this  basket  of  fruit,"  said  he, 
"This  costly  pitcher  I'll  burst  in  three; 
And  the  glass  of  water  they  've  left  for  me 

Shall  '  tchick  ! '  to  tell  them  I  'm  drinking." 

Miss    Go  ulp. 


Questions.  —  "What  marks  are  those  at  the  end  of  the  first  stanza? 
What  do  they  indicate  ?  What  is  meant  by  the  word  "  tchick,"  in  the 
last  line  ?  "What  mark  is  that  over  "  I  'm,"  in  the  same  line,  and  what 
does  it  show  ? 


ARTICULATION 


Ks,    kst. 

Kt,    kts. 

Klz,  klst. 
Kid,  kldst. 


Vex, 

2 

Kicks, 

2 

Tract, 

2 

Pact, 

Bucld's, 

Bucld'd, 


vex'd : 

2 

kickst : 
tracts : 

2 

pacts : 

2 

buckl'st : 

2 

buckl'dst : 


annex, 

2 

pricks, 

2 

exact, 
object, 
tickl's, 
tickl'd, 


annex' d. 

pricks  t. 

2 

exacts. 

2 

objects, 
tickl'st. 
tickl'dst. 


OF   THE  ECLECTIC    SERIES. 


159 


-«> 


LESSON    L. 


2.  Prec'-i-pi-ees,  very  stesp  places. 
Gla'-cicrs,  immense  bodies  of  ice. 
Ra-vines',  (pro.  rao-eens')  deep  hol- 
lows through  the  mountains. 

Con-cus'-sion,  the  act  of  shaking. 
Cham'-ois,  (pro.  sham' -my)  a  kind 
of  mountain  goat. 

3.  Con'-sul,  a  chief  magistrate. 

4.  Pe-des'-tri-an,  one  who  travels  on 

foot. 


C.  Knap'-sack,  a  kind  of  bag  car- 
ried by  the  soldier  on  his 
back. 

7.  En-cum'-brance,     a     load,    any 

thing  that  hinders. 

8.  Re-laps'-ed,  returned,  went  back. 

9.  Cor-res-pond'-ing,  agreeing  with. 
Per'-emp-to-ri-ly,  positively. 

10.  Van'-guard,    the    front    line    of 
troops. 


BONAPARTE    CROSSING    THE    ALPS. 

Pronounce  correctly.  —  En-gin-eer,  not  in-gi-neer:  pe-des-tri-an, 
not  pe-des-trun:  reg-i-ments,  not  reg-i-munts:  cal-cu-la-ted,  not  cal-ky- 
la-ted:  con-sid-er-a-ble,  not  con-sid-rer-ble:  trav-el'd,  not  irav-il'd: 
si-lence,  not  si-lunce. 

1.  "Is  the  route  practicable?"  said  Bonaparte.  "It  is 
barely  possible  to  pass,"  replied  the  engineer.  "  Let  us  set 
forward,  then,"  said  Napoleon,  and  the  extraordinary  march 
was  commenced. 

2.  Bonaparte  himself,  on  the  15th  of  May,  at  the  head  of 
the  main  body  of  his  army,  consisting  of  thirty  thousand  men 
and  upward,  marched  from  Lausanne  to  the  little  village  called 
St.  Pierre,  at  which  point  there  ended  every  thing  resembling 
a  practicable  road.  An  immense  and  apparently  inaccessible 
mountain,  reared  its  head  among  general  desolation  and  eter- 
nal frost ;  while  precipices,  glaciers,  ravines,  and  a  boundless 
extent  of  faithless  snows,  which  the  slightest  concussion  of  the 
air  converts  into  avalanches  capable  of  burying  armies  in  their 
descent,  appeared  to  forbid  access  to  all  living  things  but  the 
chamois,  and  his  scarce  less  wild  pursuer. 

3.  Yet,  foot  by  foot,  and  man  by  man,  did  the  French 
soldiers  proceed  to  ascend  this  formidable  barrier,  which 
Nature  had  erected  in  vain  to  limit  human  ambition.  The 
view  of  the  valley,  emphatically  called  "  Desolation,"  where 


-$ 


0 


160 


McGUFFEY  S   THIRD   READER 


nothing  is  to  be  seen  but  snow  and  sky,  had  no  terrors  for  the 
First  Consul  and  his  army. 

4.  They  advanced  by  paths  hitherto  pursued  only  by 
hunters,  or  here  and  there  a  hardy  pedestrian,  the  infantry 
loaded  with  arms,  and  in  full  military  equipment ;  the  cavalry 
leading  their  horses,  the  musical  bands  playing,  from  time  to 
time,  at  the  head  of  the  regiments,  and,  in  places  of  unusual 
difficulty,  the  drums  beat  a  charge,  as  if  to  encourage  the 
soldiers  to  encounter  the  opposition  of  Nature  itself. 


5.  The  pieces  of  artillery,  without  which  they  could  not 
have  done  service,  were  deposited  in  trunks  of  trees  hollowed 
out  for  the  purpose.  Each  was  dragged  by  a  hundred  men  ; 
and  the  troops,  making  it  a  point  of  honor  to  bring  forward 
their  guns,  accomplished  this  severe  duty,  not  with  cheerful- 
ness only,  but  with  enthusiasm. 

6.  The  carriages  were  taken  to  pieces,  and  harnessed  on 
the  backs  of  mules,  or  committed  to  the  soldiers,  who  relieved 
each  other  in  the  task  of  bearing  them  with  levers ;  and  the 
ammunition  was  transported  in  the  same  manner.  While  one 
half  of  the  soldiers  were  thus  engaged,  the  others  were  obliged 

&  . @ 


-® 


OF   THE   ECLECTIC   SERIES.  1^1 

to    carry   the   muskets,   cartridge-boxes,  knapsacks,  and  pro- 
visions of  their  comrades  as  well  as  their  own. 

7.  Each  man,  so  loaded,  was  calculated  to  carry  from  sixty 
•to  seventy  pounds  weight,  up  icy  precipices,  where  a  man, 
totally  without  encumbrance,  could  ascend  but  slowly.  Prob- 
ably no  troops,  save  the  French,  could  have  endured  the 
fatigue  of  such  a  march,  and  no  other  general  than  Bonaparte 
would  have  ventured  to  require  it  at  their  hands. 

8.  He  set  out  a  considerable  time  after  the  march  had 
begun,  alone,  excepting  his  guide.  He  is  described  by  the 
Swiss  peasant  who  attended  him  in  that  capacity,  as  wearing 
his  usual  simple  dress,  a  gray  surlout,  and  a  three-cornered 
hat.  He  traveled  in  silence,  save  a  few  short  and  hasty  ques- 
tions about  the  country,  addressed  to  his  guide  from  time  to 
lime.     When  these  were  answered,  he  relapsed  into  silence. 

9.  There  was  a  gloom  on  his  brow,  corresponding  with  the 
weather,  which  was  wet  and  dismal.  His  countenance  had 
acquired,  during  his  Eastern  campaigns,  a  swarthy  complexion, 
which,  added  to  his  natural  severe  gravity,  inspired  his  Swiss 
guide  with  fear,  as  he  looked  upon  him.  Occasionally,  his 
route  was  stopped  by  some  temporary  obstacle,  caused  by  a 
halt  in  the  artillery  or  baggage ;  his  commands  on  such  occa- 
sions were  peremptorily  given,  and  instantly  obeyed,  his  very 
look  seeming  enough  to  silence  all  objection,  and  remove 
every  difficulty.  Above  them  they  beheld  everlasting  snow  ; 
below  them  were  the  clouds. 

10.  The  descent  on  the  other  side  of  Mont  St.  Bernard  wras 
as  difficult  to  the  infantry  as  the  ascent  had  been,  and  still 
more  so  to  the  cavalry.  It  was,  however,  accomplished  with- 
out material  loss,  and  the  army  took  up  their  quarters  for  the 
night,  after  having  marched  fourteen  French  leagues.  The 
next  morning,  16th  of  May,  the  vanguard  took  possession  o/ 
Aosta,  a  village  of  Piedmont,  from  which  extends  the  valley 
of  the  same  name,  watered  by  the  river  Dorea,  a  country 
pleasant  in  itself,  but  rendered  delightful  by  its  contrast  with 
the  horrors  which  had  been  left  behind. 

Scott. 


Questions.  —  "Where  are  the  Alps  ?     Who  was  Bonaparte  ?     For 
what  was  he  distinguished  ?     What  were  the  difficulties  in   passing 
over  the  Alps  ?     What  traits  of  character  did  Bonaparte  exhibit  in 
attempting  and  carrying  through  this  difficult  enterprise  ? 
-14 


162 


— a 


McGUFFEY  S   THIRD   READER 


LESSON    LI 


1.  Cir-cum'-fer-enco,     tho     measure 

round  a  circular  body. 

2.  Col'-umn,  a  long,  round  body  of 

wood  or  stone.  [the  column. 

Cap'-i-tal,   the  uppermost  part  of 
Shaft,  the  body  of  the  column. 
Ped'-es-tal,  tho  lowest  part   of  a 

column. 

3.  Rel'-ic,  that  which  is  left  after  the 

decay  of  the  rest. 
Vo-lute',  a  kind  of  roll  attached  to 
the  capital  as  an  ornament. 


4.  Ec-cen-tric'-i-ty,  oddity. 

5.  Ge'-nius,     a    man    of     superior 

mind. 
7.  Pat'-ri-ot,    one    who    loves    his 
country. 
De-ter'-red,     discouraged     from 
going  on. 
10.  El'-e-va-ted,  high. 

Det'-ri-ment,  damage. 
12.  Fic'-tion,  an  invented  story. 
Au-then'-ti-ca-ted,  proved  true. 
In-i'-tial,  the  first  letter  of  a  name. 


DESCRIPTION    OF    POMPEY'S    PILLAR. 

R  em  ark.  —r-  Many  words  in  this  lesson  will  oblige  the  pupil  to  use 
his  dictionary.  Let  no  word  be  passed  over,  which  is  not  understood. 
The  dictionary  must  be  used  for  the  pronunciation,  rather  than  the 
meaning.     The  meaning  must  be  gathered  chiefly  from  the  connection. 

A  E  tic  u  late  distinctly,  and  pronounce  correctly.  —  Al-ex-an-dri-a, 
not  Al-ex-an-dry:  cir-cum-fer-ence,  not  s'cum-f'runce:  sev-er-al,  not 
sev-ral:  cap-i-tal,  not  cap't'l:  cap-tains,  (pro.  cap-tins)  not  cap-tanes: 
dis-cov-er-y,  not  dis-cov'ry:  re-spect,  not  re-spec:  di-rect-ly,  not  di-rec- 
ly:  un-der-ta-king,  not  un-der-ta-k'n:  ac-ci-dent,  not  ax-dunt. 

1.  In  visiting  Alexandria,  what  most  engages  the  attention 
of  travelers,  is  the  pillar  of  Pompey,  as  it  is  commonly  called, 
situated  a  quarter  of  a  league  from  the  southern  gate.  It  is 
composed  of  red  granite.  This  block  of  marble,  60  feet  in 
circumference,  rests  on  two  layers  of  stone,  bound  together 
with  lead ;  which,  however,  has  not  prevented  the  Arabs  from 
forcing  out  several  of  them,  to  search  for  an  imaginary 
treasure. 

2.  The  whole  column  is  114  feet  high.  It  is  perfectly  well 
polished,  and  only  a  little  shivered  on  the  eastern  side.  No- 
thing can  equal  the  majesty  of  this  monument;  seen  from  a 
distance,  it  overtops  the  town,  and  serves  as  a  signal  for  vessels. 
Approaching  it  nearer,  it  produces  an  astonishment  mixed  with 
awe.     One  can  never  be  tired  with  admiring  the  beauty  of  the 


&- 


OF   THE   ECLECTIC   SERIES.  163 

capital,  the  length  of  the  shaft,  or  the  extraordinary  simplicity 
of  the  pedestal. 

3.  This  last  has  been  somewhat  damaged  by  the  instruments 
of  travelers,  who  are  curious  to  possess  a  relic  of  this  antiquity ; 
and  one  of  the  volutes  of  the  column  was  immaturely  brought 
down  about  twelve  years  ago,  by  a  prank  of  some  English 
captains,  which  is  thus  related  by  Mr.  Irving. 

4.  "  These  jolly  sons  of  Neptune  had  been  pushing  about 
the  can,  on  board  of  one  of  the  ships  in  the  harbor,  until  a 
strange  freak  entered  into  one  of  their  brains.  The  eccen- 
tricity of  the  thought  occasioned  it  immediately  to  be  adopted ; 
and  its  apparent  impossibility  was  but  a  spur  for  putting  it 
into  execution. 

5.  "  The  boat  was  ordered  ;  and  with  proper  implements  for 
the  attempt,  these  enterprising  heroes  pushed  ashore  to  drink 
a  bowl  of  punch  on  the  top  of  Pompey's  Pillar.  At  the  spot 
they  arrived ;  and  many  contrivances  were  proposed  to  accom- 
plish the  desired  point.  But  their  labor  was  vain ;  and  they 
began  to  despair  of  success,  when  the  genius  who  struck  out 
the  frolic,  happily  suggested  the  means  of  performing  it. 

6.  "A  man  was  dispatched  to  the  city  for  a  paper  kite. 
The  inhabitants  were  by  this  time  apprised  of  what  was  going 
forward,  and  flocked  in  crowds  to  be  witnesses  of  the  address 
and  boldness  of  the  English.  The  governor  of  Alexandria 
was  told,  that  those  seamen  were  about  to  pull  down  Pom- 
pey's Pillar. 

7.  "  But  whether  he  gave  them  credit  for  their  respect  to  the 
Roman  warrior,  or  to  the  Turkish  government,  he  left  them 
to  themselves,  and  politely  answered,  that  the  English  were 
too  great  patriots  to  injure  the  remains  of  Pompey.  He 
knew  little,  however,  of  the  disposition  of  the  people  who 
were  engaged  in  this  undertaking.  Had  the  Turkish  empire 
risen  in  opposition,  it  would  not  at  that  moment  have  deterred 
them. 

8.  "  The  kite  was  brought,  and  flown  so  directly  over  the 
pillar,  that  when  it  fell  on  the  other  side,  the  string  lodged 
upon  the  capital.  The  chief  obstacle  was  now  overcome.  A 
two-inch  rope  was  tied  to  one  end  of  the  string,  and  drawn 
over  the  pillar  by  the  end.  to  which  the  kite  was  affixed. 

9.  "  By  this  rope  one  of  the  seamen  ascended  to  the  top ; 
and  in  less  than  an  hour  a  kind  of  shroud  was  constructed,  by 
which  the  whole  company  went  up,  and  drank  their  punch, 

©— — ® 


164  mcguffey's  third  reader 

amid  the  shouts  of  the  astonished  multitude.  To  the  eye 
below,  the  capital  of  the  pillar  does  not  appear  capable  of  hold- 
ing more  than  one  man  upon  it ;  but  our  seamen  found  thai  it 
could  contain  no  less  than  eight  persons  very  conveniently. 

10.  "It  is  astonishing  that  no  accident  befell  these  madcaps, 
in  a  situation  so  elevated,  that  it  would  have  turned  a  lands- 
man giddy,  in  his  sober  senses.  The  only  detriment  which 
the  pillar  received,  was  the  loss  of  the  volute  before  men- 
tioned, which  came  down  with  a  thundering  sound,  and  was 
carried  to  England  by  one  of  the  captains,  as  a  present  to  a 
lady  who  had  commissioned  him  for  a  piece  of  the  pillar. 

11.  "The  discovery  which  they  made,  amply  compensated 
for  this  mischief;  as,  without  their  evidence,  the  world  would 
not  have  known,  at  this  hour,  that  there  was  originally  a 
statue  on  this  pillar,  one  foot  and  ancle  of  which  are  still 
remaining.  The  statue  must  have  been  of  a  gigantic  size,  to 
have  appeared  of  a  man's  proportions  at  so  great  a  hight. 

12.  "There  are  circumstances  in  this  story,  which  might  give 
it  an  air  of  fiction,  were  it  not  authenticated  beyond  all  doubt. 
Besides  the  testimony  of  many  eye-witnesses,  the  adventurers 
themselves  have  left  us  a  token  of  the  fact,  by  the  initials  of 
their  names,  which  are  very  legible  in  black  paint  just  below 
the  capital." 

Irving. 


Questions.  — Where  is  Pompey's  Pillar  ?  How  high  is  it  ?  How 
did  the  sailors  contrive  to  reach  its  top  ?  What  did  they  do  there  ? 
What  did  they  find  there?  What  evidences  are  there  that  this  remark- 
able feat  was  ever  performed  ? 

In  the  first  sentence,  which  are  the  verbs?  In  what  mode  and  tense 
is  engages  ?  What  is  its  form  in  the  infinitive  mode  ?  How  many 
modes  have  verbs  ?     See  Pinneo's  Primary  Grammar,  Mode. 


ARTICULATION. 

i  i  i 

Ld,    ldz,   ldst.  Scold,       scolds,  scoldst. 

Lz,    1st,     It,       Its.  Stills,        still'st:  hilt,  hilts. 

ii  ii 

Mz,  mst,  md,    mdst.       Chimes,    chim'st,  chim'd,    chim'dst. 


OF    THE    ECLECTIC    SERIES. 


165  { 


LESSON   III. 


2.  Cowf-er-ing,  stooping  or  bending 

down. 
Copse,  (pro.  cops),  a  grove  of  small 
trees  or  bushes. 

3.  Sa-ga'-cious,  quick  in  discernment. 

4.  Im-per'-ti-nent,  rude,  intrusive. 
6.  Ken'-nel,  a  house  or  place  for  dogs. 


9.  Mi-gra'-tion,  change  of  place,  re- 
moval, [of  any  one. 

10.  Doui'-i-cil,  the  home  or  residence 

11.  Dis-con-cert'-ed,interrunted,  con- 

fused. 
Rec-og-ni'-tion,  recollection  of  a 
former  acquaintance. 


ANECDOTES    OP    BIRDS. 

Remark. — Your  improvement  in  reading  will  not  depend  so 
much  upon  the  quantity  you  read,  as  upon  the  care  and  attention 
which  you  bestow  upon  individual  words  and  sentences. 

Pronounce  correctly.  —  Tre-men-dous,  not  tre-men-jus,  nor  tre- 
men-di-ous,  nor  tre-mea-du  ous-  im  pu-dent,  not  im-py-dent:  in'-ter-est- 
ing,  not  in-ter-est'-ing-  ae-cu-rate-ly,  not  ac-ker-it-ly :  ed-u-ca-ted,  not 
ed-dy-ca-ted:  con-sid-er'd,  not  con-sid-ud:  par-ent,  not  par-unt:  dis-con- 
cert-ed,  not  dis-con-sut-ed. 

1.  I  had  once  a  favorite  black  hen,  "a  great  beauty,"  she 

was  called  by  every  one,  and  so  I  thought  her ;  her  feathers 

were  so  jetty,  and  her  topping  so  white  and  full!     She  knew 

my  voice  as  well  as  any  dog,  and  used  to  run  cackling  and 

hustling  to  my  hand  to  receive  the  crums  that  I  never  failed 

to  collect  from  the  breakfast  table  for  "  Yarico,"  as  she  was 

called. 

I 

2.  Yarico,  by  the  time  she  was  a  year  old,  had  hatched  a 
respectable  family  of  chickens,  little,  cowering,  timid  things  at 
first,  but,  in  due  time,  they  became  fine  chubby  ones ;  and  old 
Nora,  the  hen-wife,  said,  "  If  I  could  only  keep  Yarico  out  of 
the  copse,  it  would  do ;  but  the  copse  is  full  of  weasels,  and,  I 
am  sure,  of  foxes  also.  I  have  driven  her  back  twenty  times  ; 
but  she  watches  till  some  one  goes  out  of  the  gate,  and  then 
she  's  off  again  ;  'tis  always  the  case  with  young  hens,  Miss  ; 
they  think  they  know  better  than  their  keepers ;  and  nothing 
cures  them  but  losing  a  brood  or  two  of  chickens."  I  have 
often  thought  since,  that  young  people  as  well  as  young  hens, 
buy  their  experience  equally  dear. 


> ■ «*# 

166  mcguffey's  third  reader 

3.  One  morning  I  went  with  my  crums  to  seek  out  my 
favorite  in  the  poultry  yard ;  plenty  of  hsns  were  there,  but 
no  Yarico.  The  gate  was  open,  and,  as  I  concluded  she  had 
sought  the  forbidden  copse,  I   proceeded  there,  accompanied 

,,  by  the  yard-mastiff,  a  noble  fellow,  steady  and  sagacious  as  a 
judge.  At  the  end  of  a  ragged  lane,  flanked  on  one  side  by  a 
quick-set  hedge,  on  the  other  by  a  wild  common,  what  was 
called  the  copse  commenced ;  but  before  I  arrived  near  the 
spot,  I  heard  a  loud  and  tremendous  cackling,  and  met  two, 
young,  long-legged  pullets,  running  with  both  wings  and  feet 
toward  home.  Jock  pricked  up  his  sharp  ears,  and  would 
have  set  off  at  full  gallop  to  the  copse,  but  I  restrained  him, 
hastening  onward,  however,  at  the  top  of  my  speed,  thinking 
I  had  as  good  a  right  to  see  what  was  the  matter  as  Jock. 

4.  Poor  Yarico  1  An  impertinent  fox-cub  had  attempted  to 
carry  off  one  of  her  children ;  but  she  had  managed  to  get 
them  behind  her  in  the  hedge,  and  venturing  boldly  forth,  had 
placed  herself  in  front,  and  positively  kept  the  impudent  ani- 
mal at  bay  ;  his  desire  for  plunder  had  prevented  his  noticing 
our  approach,  and  Jock  soon  made  him  feel  the  superiority  of 
an  English  mastiff  over  a  cub-fox. 

5.  The  most  interesting  portion  of  my  tale  is  to  come. 
Yarico  not  only  never  afterward  ventured  to  the  copse,  but 
formed  a  strong  friendship  for  the  dog,  who  had  preserved  her 
family.  Whenever  he  appeared  in  the  yard,  she  would  run 
to  meet  him,  prating  and  clucking  all  the  time,  and  impeding 
his  progress  by  walking  between  his  legs,  to  his  no  small 
annoyance.  If  any  other  dog  entered  the  yard,  she  would 
fly  at  him  most  furiously,  thinking,  perhaps,  that  he  would 
injure  her  chickens;  but  she  evidently  considered  Jock  her 
especial  protector,  and  treated  him  accordingly. 

6.  It  was  very  droll  to  see  the  peculiar  look  with  which  he 
regarded  his  feathered  friend ;  not  knowing  exactly  what  to 
make  of  her  civilities,  and  doubting  how  they  should  be 
received.  When  her  family  were  educated,  and  able  to  do 
without  her  care,  she  was  a  frequent  visitor  at  Jock's  kennel, 
and  would,  if  permitted,  roost  there  at  night,  instead  of  return- 
ing with  the  rest  of  the  poultry  to  the  hen-house.  Yarico 
certainly  was  a  most  grateful  and  interesting  bird. 

7.  One  could  almost  believe  the  parrot  had  intellect,  when 
he  keeps  up  a  conversation  so  spiritedly ;  and  it  certainly  is 
singular  to  observe  how  accurately  a  well-trained  bird  will 
apply  his  knowledge.     A  friend  of  mine   knew  one  that  had 

@ _ — sc® 


OF   THE   ECLECTIC    SERIES.  167 

been  taught  many  sentences ;  thus :  "  Sally,  Poll  wants  her 
breakfast !  "  "  Sally,  Poll  wants  her  tea  !  "  but  she  never 
mistook  the  one  for  the  other ;  breakfast  was  invariably  de- 
manded in  the  morning,  and  tea  in  the  afternoon  ;  and  she 
always  hailed  her  master,  but  no  one  else,  by  "How  do  you 
do,  Mr.  A ?" 

8.  She  was  a  most  amusing  bird,  and  could  whistle  dogs, 
which  she  had  great  pleasure  in  doing.  She  would  drop 
bread  out  of  her  cage  as  she  hung  at  the  street  door,  and 
whistle  a  number  about  her,  and  then  just  as  they  were  going 
to  possess  themselves  of  her  bounty,  utter  a  shrill  scream  of 
"  Get  out,  dogs !  "  with  such  vehemence  and  authority,  as 
dispersed  the  assembled  company  without  a  morsel,  to  her 
infinite  delight. 

9.  How  wonderful  is  that  instinct,  by  which  the  bird  of 
passage  performs  its  annual  migration  !  But  how  still  more 
wonderful  is  it,  when  the  bird,  after  its  voyage  of  thousands 
of  miles  has  been  performed,  and  new  lands  visited,  returns 
to  the  precise  window  or  eaves  where,  the  summer  before,  it 
first  enjoyed  existence  !  And  yet  such  is  unquestionably  the 
fact. 

10.  Four  brothers  had  watched  with  indignation  the  feloni- 
ous attempts  of  a  sparrow  to  possess  himself  of  the  nest  of  a 
house-martin,  in  which  lay  its  young  brood  of  four  unfledged 
birds. 

11.  The  little  fellows  considered  themselves  as  champions 
for  the  bird  who  had  come  over  land  and  sea,  and  chosen  its 
shelter  under  their  mother's  roof.  They  therefore  marshaled 
themselves  with  blow-guns,  to  execute  summary  vengeance ; 
but  their  well-meant  endeavors  brought  destruction  upon  the 
mud-built  domicil  they  wished  to  defend.  Their  artillery 
loosened  the  foundations,  and  down  it  came,  precipitating  its 
four  litde  inmates  to  the  ground.  The  mother  of  the  children, 
good  Samaritan-like,  replaced  the  little  outcasts  in  their  nest, 
and  set  it  in  the  open  window  of  an  unoccupied  chamber. 

12.  The  parent-birds,  after  the  first  terror  was  over,  did  not 
appear  disconcerted  by  the  change  of  situation,  but  hourly  fed 
their  young  as  usual,  and  testified,  by  their  unwearied  twitter 
of  pleasure,  the  satisfaction  and  confidence  they  felt.  There 
the  young  birds  were  duly  fledged,  and  from  that  window 
they  began  their  flight,  and  entered  upon  life  for  themselves. 
The  next  spring,  with  the  reappearance  of  the  martins,  came 

& 


-0 


168 


McGUFFEY  S    THIRD    READER 


four,  which  familiarly  flew  into  the  chamber,  visited  all  the 
walls,  and  expressed  their  recognition  by  the  most  clamorous 
twitterings  of  joy.  They  were,  without  question,  the  very 
birds  that  had  been  bred  there  the  preceding  year. 

Halt,. 


Questions. — What  birds  are  mentioned  in  this  story?  How 
did  the  hen  show  her  courage  ?  What  feelings  did  she  afterward 
cherish  ..ovvard  the  dog?  How  did  the  parrot  show  her  sagacity? 
What  is  said  of  martins  ? 


LESSON    LIII. 


1.  Tru'-ant,  idle,  loitering. 

2.  Shel'-ter-ed,  protected  from  injury. 

3.  Glit'-ter-ing,  shining,  brilliant. 


4.  Pur-sue',  to  follow  after,  to  chase. 

5.  De-scry,'  to  discover,  to  find  out. 
View'-less,  that  can  not  be  seen. 


THE    BOY    AND    BUTTERFLY. 

Pronounce  correctly.  —  Tru-ant,  not  tru-unt:  moist-ure,  not  moist- 
er,  nor  mois-tshure:  oc-cu-py,  not  oc-ky-py. 

1.   Truant  boy  !    with  laughing  eye 
Chasing  the  winged  butterfly, 
In  her  flight  from  bud  to  flower, 
Wasting  many  a  precious  hour ; 
Thine  's  a  chase  of  idle  joy, 
Happy,  thoughtless,  truant  boy  ! 


2.  Thou  hast  left  thy  playmates,  laid 
'Neath  the  beech  tree's  leafy  shade, 
Sheltered  from  the  hour  of  noon, 
And  the  burning  skies  of  June ; 
What  are  hours  or  skies  to  thee, 
Joyous  type  of  liberty  ? 

3.  Pause !     Thy  foot  hath  touch  'd  the  brink, 

Where  the  water-lilies  drink 


®- 


-d 


©- 


OF   THE   ECLECTIC    SERIES. 


169 


Moisture  from  the  silent  stream, 
Glittering  in  the  sunny  beam  ; 
Truant,  pause  !    or  else  the  wave 
May  thy  future  idling  save ! 

4.  Now !    pursue  the  painted  thing ! 
See !    she  drops  her  velvet  wing ! 
Tired,  she  rests  on  yonder  rose, 
Soon  thy  eager  chase  will  close  ! 
Stretch  thine  hand  !    she  is  thine  own ! 
Ah  !    she  flies  ;    thy  treasure's  gone  ! 

5.  Boy  !    in  thee  the  Poet's  eye 
Man's  true  emblem  may  descry, 
Like  thee,  through  the  viewless  air 
He  doth  follow  visions  fair  ! 
Hopes  as  vain,  pursuits  as  wild, 
Occupy  the  full-grown  child  ! 

Mes.    Wilson. 


Questions. — What  is  the  subject  of  this  piece?  To  what  is 
ambition  compared  ?  What  moral  instruction  may  we  gather  from 
this  lesson  ?     What  is  enjoined  upon  youth  ? 

Spell  and  Define.  —  1.  Wasting,  precious,  chase  :  2.  liberty : 
3.  moisture,  idling:  5.  emblem,  visions,  pursuits. 


ARTICULATION". 


Nd,     ndz,      ndst. 
Ndl,     ndlz,     ndlst. 

Ndld,  ndldst. 
Nks,    jikst. 
Nkd,   nkdst. 


Strand,  strands,  strandst. 

2                                      2  2 

Dwindl',  dwindl's,  dwindl'st. 

Fondl',  fondl's,  fondl'st. 

Dwindl'd,  dwindl'dst:  fondl'  dst. 

2                                     2  2 

Thanks,  thankst :  plankst. 

Thank'd,  thank' dst :  plaWdst. 


■15- 


-@ 


170 


McGUFFEYS    THIRD   READER 


LESSON   LIT. 


2.  Found'-ed,  built,  established. 

3.  Hab-it-a'-tion,  place  of  abode. 
5.  Ref'-uge,  shelter,  protection. 

Co'-nies,  a  kind  of  rabbit. 
0.  Ap-point'-ed,  ordained,  ordered. 


7,  Man'-i-fold,  numerous,  various. 
In-nu'-mer-a-ble,  nottobe  counted. 
Le-vi'-a-than,  a  largo  animal  liv- 
ing in  the  water. 

8.  Re-new'-est,  makest  new. 


THE    GOODNESS    OP    GOD. 

Remark.  — Such  lessons  as  the  following,  should  be  read  slowly, 
and  with  great  deliberation  and  seriousness.  When  sentences  are 
short,  and  yet  contain  a  great  deal  of  meaning,  you  must  allow  the 
hearer  a  little  time  to  gather  the  sense  and  to  dwell  upon  it. 

Pronounce    correctly. — Lord,  not  Laiod:  God,  not  Gawd:  cov-er- 

i 
est,  not  cov-erst:  cur-tain,  (pro.  cur-tin),  not  cur-tane:  cham-bers,  not 

cham-bers. 

1.  Bless  the  Lord,  O  my  soul!  O  Lord  my  God!  thou 
art  very  great;  thou  art  clothed  with  honor  and  majesty :  who 
coverest  thyself  with  light  as  with  a  garment ;  who  stretchest 
out  the  heavens  like  a  curtain ;  who  layeth  the  beams  of  his 
chambers  in  the  waters  ;  who  maketh  the  clouds  his  chariot ; 
who  walketh  upon  the  wings  of  the  wind  ;  who  maketh  his 
angels  spirits ;  his  ministers  a  flaming  fire ;  who  laid  the 
foundations  of  the  earth,  that  it  should  not  be  removed  for- 
ever. 

2.  Thou  coveredst  it  with  the  deep  as  with  a  garment :  the 
waters  stood  above  the  mountains.  At  thy  rebuke  they  fled  ; 
at  the  voice  of  thy  thunder  they  hasted  away.  They  go  up 
by  the  mountains ;  they  go  down  by  the  valleys,  unto  the 
place  which  thou  hast  founded  for  them.  Thou  hast  set  a 
bound  that  they  may  not  pass  over ;  that  they  turn  not  again 
to  cover  the  earth. 

3.  He  sendeth  the  springs  into  the  valleys,  which  run 
among  the  hills.  They  give  drink  to  every  beast  of  the  field ; 
the  wild  asses  quench  their  thirst.  By  them  shall  the  fowls 
of  the  heaven  have  their  habitation,  which  sing  among  the 
branches.  He  watereth  the  hills  from  his  chambers  ;  the  earth 
is  satisfied  with  the  fruit  of  thy  works. 


a- 


© — © 


OF   THE    ECLECTIC    SERIES.  171 

4.  He  causeth  the  grass  to  grow  for  the  cattle,  and  herb  for 
the  service  of  men,  that  he  may  bring  forth  fruit  out  of  the 
earth ;  and  wine  that  maketh  glad  the  heart  of  man,  and  oil  to 
make  his  face  to  shine,  and  bread  which  strengthened!  man's 
heart. 

5.  The  trees  of  the  Lord  are  full  of  sap ;  the  cedars  of 
Lebanon,  which  he  hath  planted,  where  the  birds  make  their 
nests :  as  for  the  stork,  the  fir-trees .  are  her  house.  The 
high  hills  are  a  refuge  for  the  wild  goats,  and  the  rocks  for  the 
conies. 

6.  He  appointeth  the  moon  for  seasons  ;  the  sun  knoweth 
his  going  down.  Thou  makest  darkness,  and  it  is  night, 
wherein  all  the  beasts  of  the  forest  do  creep  forth.  The  young 
lions  roar  after  their  prey,  and  seek  their  meat  from  God. 
The  sun  ariseth,  they  gather  themselves  together,  and  lay 
them  down  in  their  dens.  Man  goeth  forth  unto  his  work 
and  to  his  labor  until  the  evening. 

7.  O  Lord,  how  manifold  are  thy  works  !  in  wisdom  hast 
thou  made  them  all :  the  earth  is  full  of  thy  riches.  So  is  this 
great  and  wide  sea,  wherein  are  things  creeping  innumerable, 
both  small  and  great  beasts.  There  go  the  ships :  there  is 
that  leviathan,  whom  thou  hast  made  to  play  therein.  These 
wait  all  upon  thee,  that  thou  mayest  give  them  their  meat  in 
due  season. 

8.  That  thou  givest  them  they  gather :  thou  openest  thine 
hand,  they  are  filled  with  good.  Thou  hidest  thy  face,  they 
are  troubled :  thou  takest  away  their  breath,  they  die,  and 
return  to  their  dust.  Thou  sendest  forth  thy  spirit,  they  are 
created :  and  thou  renewest  the  face  of  the  earth. 

9.  The  glory  of  the  Lord  shall  endure  forever :  the  Lord 
shall  rejoice  in  his  works.  He  looketh  on  the  earth,  and  it 
trembleth  :  he  toucheth  the  hills,  and  they  smoke. 

10.  Oh  that  men  would  praise  the  Lord  for  his  goodness, 
and  for  his  wonderful  works  to  the  children  of  men !  •  And  let 
them  sacrifice  the  sacrifices  of  thanksgiving,  and  declare  his 
works  with  rejoicing. 

11.  O  give  thanks  unto  the  Lord;  call  upon  his  name; 
make  known  his  deeds  among  the  people.  Sing  unto  him, 
sing  psalms  unto  him :  talk  ye  of  all  his  wondrous  works. 
Glory  ye  in  his  holy  name :  let  the  heart  of  them  rejoice  that 
seek  the  Lord.  Seek  the  Lord,  and  his  strength ;  seek  his 
face  evermore. 


:■?- 


172 


-® 


McGUFFEY  S    THIRD    READER 


12.  Remember  his  marvelous  works  that  he  hath  done ;  his 
wonders,  and  the  judgment  of  his  mouth.  He  is  the  Lord  our 
God  ;  his  judgments  are  in  all  the  earth.  I  will  sing  unto  the 
Lord  as  long  as  I  live :  I  will  sing  praise  to  my  God  while  I 
■have  my  being. 

Bible. 

Questions.  —  In  reading  the  Sacred  Scriptures,  "what  should  we 
be  careful  to  avoid?  This  portion  of  the  Sacred  Scriptures  was  written 
by  David  ;  can  you  tell  me  any  thing  about  him  ?  Over  what  people 
did  he  rule  ?     For  what  was  he  celebrated  ? 


LESSON   IT. 


1.  In-sig-nif-i-cant,     trifling,     con- 

temptible. 
E-nor'-mous,  very  large. 

2.  Al'-ti-tude,  hight. 
Fath'-om-ed,  reached,  measured. 

3.  Arch'-i-tect-ure,   frame  or  struct- 

ure. 
Vo-li'-tion,  the  power  of  willing. 
Con'-ti-nent,    a  great    extent    of 

land. 

5.  Nav'-i-ga-tors,  seamen. 
Sub-ma-rine',   being  under  water 

in  the  sea. 
O-ver-top'-ping,  rising  above  the 

6.  Ul'-ti-mate-ly,  at  last.  [top. 


Ac-cel'-er-a-ting,  increasing. 
Arch-i-pel'-a-go,    a  sea   full   of 
islands. 
9.  Hy-drau'-lic,  relating  to  water  in 
motion. 

11.  Chem'-is-try,    a    science    which 

discovers  the  nature  of  bodies. 

Cal-ca'-re-ous,  having  the  quali- 
ties of  lime. 

Se-cre'-tion,  matter  separated  or 
produced  from  the  blood. 

12.  Ac-cu-mu-la'-tion,  matter  heaped 

together. 
Ap'-en-nines,  mountains  in  Italy. 

13.  Pol'-yp,  a  water  insect 


.    WORKS    OF    THE    CORAL    INSECTS. 

Articulate  the  h  distinctly  in  the  following  words:  somewhat, 
ivhile,  habitations,  hand,  has,  hold,  when,  here,  hydraulic,  whence,  how. 
See  Exercise  on  H,  page  18. 

Be  careful  to  sound  the  u  properly  in  creatures,  structures,  altitude, 
architecture,  &c.     See  Exercise  IV.,  page  17. 

1.  The  Coral  varies  from  the  size  of  a  pin's  head,  or  even 
less,  to  somewhat  more  than  the  bulk  of  a  pea  ;  and  it  is  by 


9 . 

OF   THE    ECLECTIC   SERIES.  173 

the  persevering  efforts  of  creatures  so  insignificant,  working  in 
myriads,  and  working  through  ages,  that  the  enormous  struc- 
tures in  question  are  erected. 

2.  Enormous  we  may  call  them,  when  the  great  Coral 
Reef  of  New  Holland  alone  is  a  thousand  miles  in  length,  and 
when  its  altitude,  though  yet  scarcely  fathomed  in  twenty 
places,  can  not  range  to  less  than  between  one  and  two  thou- 
sand feet.  It  is  a  mountain  ridge,  that  would  reach  almost 
three  times  from  one  extreme  of  England  to  the  other,  with 
the  bight  of  Ingleborough,  or  that  of  the  ordinary  and  prevail- 
ing class  of  the  Scottish  mountains.  And  this  is  the  work  of 
insects,  whose  dimensions  are  less  than  those  of  a  house-fly. 
It  is  perfectly  overwhelming ! 

3.  But  what  is  even  this  ?  The  whole  of  the  Pacific  Ocean 
is  crowded  with  islands  of  the  same  architecture,  the  produc- 
tion of  the  same  insignificant  architects.  An  animal,  barely 
possessing  life,  scarcely  appearing  to  possess  volition,  tied 
down  to  its  narrow  cell,  ephemeral  in  existence,  is  daily, 
hourly,  creating  the  habitations  of  men,  of  animals,  and  of 
plants.  It  is  founding  a  new  continent ;  it  is  constructing  a 
new  world. 

4.  These  are  among  the  wonders  of  God's  mighty  hand ; 
such  are  among  the  means  which  He  uses  to  forward  His 
ends  of  benevolence.  Yet  man,  vain  man,  pretends  to  look 
down  on  the  myriads  of  beings  equally  insignificant  in  appear- 
ance, because  he  has  not  yet  discovered  the  great  offices  which 
they  hold,  the  duties  which  they  fulfill,  in  the  great  order  of 
nature. 

5.  If  we  have  said  the  Coral  insect  is  creating  a  new  con- 
tinent, we  have  not  said  more  than  the  truth.  Navigators 
now  know  that  the  great  Southern  Ocean  is  not  only  crowded 
with  those  islands,  but  that  it  is  crowded  with  submarine  rocks 
of  the  same  nature,  rapidly  growing  up  to  the  surface,  where 
at  length  overtopping  the  ocean,  they  are  destined  to  form  new 
habitations  for  man  to  extend  his  dominion. 

6.  They  grow  and  unite  into  circles  and  ridges,  and  ulti- 
mately, they  become  extensive  tracts.  This  process  can  not 
cease  while  those  animals  exist  and  propagate.  It  must  in- 
crease in  an  accelerating  ratio ;  and  the  result  will  be,  that,  by 
the  wider  union  of  such  islands,  an  extensive  archipelago,  and 
at  length  a  continent  must  be  formed. 

7.  This  process  is  equally  visible  in  the  Red  Sea.  It  is 
daily  becoming  less  and  less  navigable,  in  consequence  of  the 


-© 


_ — _ — <K" 

174  McGUFFEY's    THIRD    READER 


growth  of  its  Coral  rocks ;  and  the  day  is  to  come,  when,  per- 
haps, one  plain  will  unite  the  opposite  shores  of  Egypt  and 
Arabia. 

8.  But  let  us  here  also  admire  the  wonderful  provision 
'which  is  made,  deep  in  the  earth,  for  completing  the  work 
which  those  animals  have  commenced.  And  we  may  here 
note  the  contrast  between  the  silent  and  unmarked  labors  of 
working  myriads,  operating  by  a  universal  and  long  ordained 
law,  and  the  sudden,  the  momentary  effort  of  a  power,  which, 
from  the  rarity  of  its  exertions,  seems  to  be  especially  among 
the  miraculous  interpositions  of  the  Creator. 

9.  It  is  the  volcano  and  the  earthquake,  that  are  to  com- 
plete the  structure  which  the  Coral  insect  has  laid ;  to  elevate 
the  mountain,  and  to  form  the  valley  ;  to  introduce  beneath 
the  equator  the  range  of  climate  which  belongs  to  the  temper- 
ate regions,  and  to  form  the  great  hydraulic  engine,  by  which 
the  clouds  are  collected  to  fertilize  the  earth,  which  causes  the 
springs  to  burst  forth  and  the  rivers  to  flow. 

10.  And  this  is  the  work  of  one  short  hour.  If  the  Coral 
insect  was  not  made  in  vain,  neither  was  it  for  destruction  that 
God  ordained  the  volcano  and  the  earthquake.  Thus,  also, 
by  means  so  opposed,  so  contrasted,  is  one  single  end  attained. 
And  that  end  is  the  welfare,  the  happiness  of  man. 

11.  Man  has  but  recently  opened  his  eyes  on  the  important 
facts  which  we  have  now  stated,  and  his  chemistry  is  still 
unable  to  explain  them.  Whence  all  this  rock,  this  calcare- 
ous earth  ?  We  need  scarcely  say  that  the  Corals  all  consist 
of  calcareous  earth,  of  lime  united  by  animal  matter.  The 
whole  appears  to  be  the  creation  of  the  animal.  It  is  a  secre- 
tion by  its  organs.  Not  only  is  the  production  of  calcareous 
earth  proceeding  daily  in  this  manner,  but  by  the  action  of  the 
myriad  tribes  of  shell-fishes  which  are  forming  their  larger 
habitations,  in  the  same  manner,  and  from  the  same  material. 

12.  It  is  this,  which  forms  the  calcareous  beds  of  the  ocean; 
it  is  this,  which  has  formed  those  enormous  accumulations,  in 
a  former  state  of  the  world,  which  are  now  our  mountains,  the 
chalk  and  limestone  of  England,  and  the  ridge  of  the  Apen- 
nines. These  are  the  productions  of  the  inhabitants  of  an 
ancient  ocean.  Whence  did  it  all  come  ?  We  may  know 
some  day  ;  but  assuredly  we  do  not  now  know. 

13.  Thus  it  is  that  we  prove,  that  all  the  limestone  of  the 
world  has  been  the  produce  of  animals,  though  how  produced, 
we  as  yet  know  not.     If  a  polyp   has  constructed  the  great 

&— ■ ■ © 


-© 


OF   THE   ECLECTIC    SERIES. 


175 


submarine  mountain  of  New  Holland,  the  thousand  tribes  and 
myriads  of  individuals,  which  inhabited  the  submarine  Apen- 
nine,  might  as  easily,  far  more  easily,  have  formed  that  ridge. 
We  prove  that  this  is  the  case,  because  we  find  the  shells  in 
the  mountains,  because  we  find  the  mountains  made  of  shells. 

Univ.    Review. 


Questions. — "What  is  the  subject  of  this  lesson?  What  are 
corals  ?  How  large  are  they  ?  What  are  these  little  insects  capable 
of  doing?  How  long  is  the  Coral  Reef  of  New  Holland  ?  What  is 
the  Pacific  Ocean  crowded  with  ?  By  what  process  does  the  coral 
create  such  euormous  structures  ?  Do  we  know  why  God  has  given 
such  immense  power  to  these  little  insects  1  What  reason  have  we  to 
think  it  was  for  a  good  purpose  ? 


Nz,  nst. 
Nt,  nts. 
Nch,  nchd. 


ARTICULATION. 

1  2  2 

Opens,       openst:  sickens,  sickenst. 

2                            2  2                                  2 

Kant,         rants :  plant,  plants. 

s~\ 2                2  2                   2 

Clinch,      clinch'd:  quench,  quench'd. 


LESSON   LVIi 


Struct'-uree,  buildings  of  any  kind. 
E-phern'-e-ral,  short-lived. 
Domes,  buildings. 
Ter'-ra-ced,  formed  into  a,  raised 

bank  of  earth. 
Whhi'-pool,   an   eddy  where   the 

water  whirls  round. 


3.  Bil'-low,  a  great  wave. 

4.  Mer'-maid,   a  fabled  sea  animal, 

part  woman  and  part  fish. 
Mar'-in-er,  a  seaman. 

5.  Pyr'-a-mid,  a  solid  body  on  an  an- 

gular base,  and  ending  in  a  point. 
Ob-liv'-i-on,  forgetfulness. 


THE    CORAL    INSECT. 
Remark.  —  Pause  wherever  the  sense  or  the  measure  requires  it. 
|       I  n  the  following  words  in  this  lesson,  give  the  r  distinctly  its  rough 


-© 


@ — , _ — _ — — , . — — _© 

176  m°guffey's  third  reader 

or  rolling  sound.  (See  McGuffey's  Eclectic  Spelling-book,  page  10).  j 
Train,  treacherous,  crested,  race,  fabric,  secret,  frisk,  green,  ring,  cradle,  I 
frowned,  graves,  tribes,  pride. 

1.  Toil  on  !    toil  on  !    ye  ephemeral  train, 
Who  build  in  the  tossing  and  treacherous  main ; 
Toil  on  !    for  the  wisdom  of  men  ye  moek, 
With  your  sand-based  structures  and  domes  of  rock ; 
Your  columns  the  fathomless  fountains  lave, 
And  your  arches  spring  up  to  the  crested  wave ; 
Ye  're  a  puny  race,  thus  to  boldly  rear 
A  fabric  so  vast,  in  a  realm  so  drear. 

2.  Ye  bind  the  deep  with  your  secret  zone, 
The  ocean  is  sealed,  and  the  surge  a  stone  ; 
Fresh  wreaths  from  the  coral  pavement  spring, 
Like  the  terraced  pride  of  Assyria's  king  ; 
The  turf  looks  green  where  the  breakers  rolled ; 
O  'er  the  whirlpool  ripens  the  ring  of  gold  ; 
The  sea-snatched  isle  is  the  home  of  men, 
And  mountains  exult  where  the  wave  hath  been. 

3.  But  why  do  ye  plant  'neath  the  billow  dark 
The  wrecking  reef  for  the  gallant  bark  ? 
There  are  snares  enough  on  the  tented  field, 
'Mid  the  blossoming  sweets  that  the  valleys  yield  ; 
There  are  serpents  to  coil,  ere  the  flowers  are  up  : 
There 's  a  poison  drop  in  man's  purest  cup ; 
There  are  foes  that  watch  for  his  cradle  breath, 
And  why  need  ye  sow  the  floods  with  death  ? 

4.  With  moldering  bones  the  deeps  are  white, 
From  the  ice-clad  pole  to  the  tropics  bright, 
The  mermaid  hath  twisted  her  fingers  cold, 
With  the  mesh  of  the  sea-boy's  curls  of  gold, 
And  the  gods  of  the  ocean  have  frowned  to  see 
The  mariner's  bed  in  their  halls  of  glee ; 
Hath  earth  no  graves,  that  ye  thus  must  spread 
The  boundless  sea  with  the  thronging  dead  ? 

5.  Ye  build,  ye  build,  but  ye  enter  not  in, 
Like  the  tribes  of  the  desert  devoured  in  their  sin ; 
From  the  land  of  promise  ye  fade  and  die, 
Ere  its  verdure  gleams  forth  on  your  weary  eye ; 


©- 


OF    THE    ECLECTIC    SERIES. 


177 


As  the  kings  of  the  cloud-crowned  pyramid, 
Their  noteless  bones  in  oblivion  hid, 
Ye  slumber  unmarked  'mid  the  desolate  main, 
While  the  wonder  and  pride  of  your  works  remain. 

Mrs.    Sigourney. 


Questions .  — What  mark  is  that  after  " toil  on,"  in  the  3d  line  of 
the  1st  stanza  ?  What  does  it  indicate  ?  What  mark  is  that  between 
" sand"  and  " based,"  in  the  4th  line  ?  For  what  purpose  is  it  used  ? 
What  point  is  that  in  the  1st  line  of  the  3d  stanza  ?  What  does  it 
indicate  in  the  connection  in  which  it  is  used  ?  For  what  purpose  is 
the  apostrophe  used?  What  word  can  you  substitute  for  "  ephemeral," 
in  the  first  line  ? 


LESSON    LVII. 


Brill'-iant,  sparkling,  shining. 

Di-ver'-si-fied,  made  various. 

Pe-ou'-liar,  especially  belonging  to. 

Nat'-u-ral-ist,  one  who  is  acquaint- 
ed with  natural  history,  or  the 
objects  which  exist  in  nature, 
such  as  animals,  plants,  &c. 


Spec'-i-men,  a  sumple. 
5.  Baf' -fled,  defeated,  escaped  from. 

Fa-tigue',  wearin3SS. 
7.  Oon-ject'-ur-ed,  guessed. 
f ,  Car'-bine,  a  short  gun, 

Trans-port'-ed,  filled  with  delight. 

Ro-manee',  a  story  without  truth. 


THE    GIRAFFE,    OR    CAMELOPARD. 

Remark.  —  The  words  enclosed  in  a  parenthesis  should  be  read 
in  a  softer  and  lower  tone  than  the  other  parts  of  the  sentence. 

Utter  each  sound  distinctly. — Nat-u-ral-ist,  not  nat'ral-ist:  while, 
not  wile:  spec-i-men,  not  spec'men:  con-ject-ure,  not  con-jec-ter:  vic- 
to-ry,  not  vic-t'ry:  his-to-ry,  not  his-fry:  es-tab-lish,  not  'stab-lish. 

1.  The  Giraffe  is  a  native  of  Africa.  It  is  of  singular 
shape  and  size,  and  bears  some  resemblance,  both  to  the  camel 
and  the  deer.  The  mouth  is  small ;  the  eyes  are  full  and 
brilliant ;  the  tongue  is  rough,  very  long,  and  terminating  in  a 
point.  The  neck  is  extremely  long  and  slender,  and  from  the 
shoulder  to  the  top  of  the  head,  it  measures  between  seven 
and  eight  feet ;  from  the  ground  to  the  top  of  the  shoulder,  is 
commonly  ten  or  eleven  feet ;  so  that  the  hight  of  a  full  grown 
Giraffe  is  seventeen  or  eighteen  feet. 


@- 


-& 


178 


MCGUFFEY  S   THIRD   READER 


2.  The  hair  is  of  a  deep  brown  color  in  the  male,  and  of  a 
light,  or  yellowish  brown  in  the  female.  The  skin  is  beauti- 
fully diversified  with  white  spots.  They  have  short,  obtuse 
horns,  and  hoofs  resembling  those  of  the  ox.  In  their  wild 
slate,  they  feed  on  the  leaves  of  a1  species  of  the  mimosa,  a 
gum-bearing  tree,  peculiar  to  warm  climates. 


3.  The  Giraffe,  (like  the  horse,  and  other  hoofed  animals,) 
defends  itself  by  kicking ;  and  its  hinder  limbs  are  so  light, 
and  its  blows  so  rapid,  that  the  eye  can  not  follow  them. 
They  are  sufficient  for  its  defense  against  the  lion.  It  never 
employs  its  horns  in  resisting  the  attack  of  an  enemy.  Its 
disposition  is  gentle,  and  it  flees  to  its  native  forest  upon  the 
least  alarm. 

4.  Le  Vaillant,  the  celebrated  French  traveler  and  naturalist, 
was  the  first  who  gave  us  any  precise  account  of  the  form  and 
habits  of  the  Giraffe.  While  he  was  traveling  in  South  Africa, 
he  happened  one  day  to  discover  a  hut,  covered  with  the  skin 

I  of  one  of  those  animals  ;    and  learned,  to  his  surprise,  that  he 

C-- ■ ■ ■ , _ : __; 


OF   THE   ECLECTIC   SERIES.  17(<} 

was  now  in  a  part  of  the  country  which  the  creature  inhabited. 
lie  could  not  rest  contented  until  he  had  seen  the  animal  alive, 
and  secured  a  specimen. 

5.  Having,  on  several  successive  days,  obtained  sight  of 
some  of  them,  he,  with  his  attendants,  on  horseback,  and 
accompanied  with  dogs,  gave  chase ;  but  they  baffled  all 
pursuit.  After  a  chase  of  a  whole  day,  which  effected  noth- 
ing but  the  fatigue  of  the  party,  he  began  to  despair  of 
success. 

6.  "The  next  day,"  says  he,  "by  sunrise,  I  was  in  pursuit 
of  game,  in  the  hope  of  obtaining  some  provisions  for  my  men. 
After  several  hours'  fatigue,  we  descried,  at  the  turn  of  a  hill, 
seven  Giraffes,  which  my  pack  of  dogs  instantly  pursued. 
Six  of  them  went  off  together  ;  but  the  seventh,  cut  off  by  my 
dogs,  took  another  way. 

7.  "  I  followed  the  single  one  at  full  speed,  but  in  spite  of 
the  efforts  of  my  horse,  she  got  so  much  ahead  of  me,  that,  in 
turning  a  little  hill,  I  lost  sight  of  her  altogether,  and  I  gave  up 
the  pursuit.  My  dogs,  however,  were  not  so  easily  exhausted. 
They  were  soon  so  close  upon  her,  that  she  was  obliged  to 
stop  and  defend  herself.  From  the  noise  they  made,  I  con- 
jectured that  they  had  got  the  animal  into  a  corner,  and  I 
again  pushed  forward. 

8.  "  I  had  scarcely  got  round  the  hill,  when  I  perceived 
her  surrounded  by  the  dogs,  and  endeavoring  to  drive  them 

j  away  by  heavy  kicks.     In  a  moment,  I  was  on  my  feet,  and 

a  shot  from  my  carbine  brought  her  to  the  earth 

I  was  transported  with  my  victory.  I  was  now  able  to  add 
to  the  riches  of  natural  history  ;  I  was  now  able  to  destroy  the 
romance  which  attached  to  this  animal,  and  to  establish  the 
truth  of  its  existence." 

Anonymous. 


Questions.  —  Of  what  country  is  the  Giraffe  a  native  ?  To  what 
hight  does  it  attain  when  full  grown  ?  On  what  does  it  live  ?  How 
does  it  defend  itself  ?     . 

In  the  5th  paragraph,  which  are  the  participles  ?  How  is  fatigue 
governed  ?  Which  are  the  adjectives  ?  Which  are  the  nouns  ?  What 
kind  of  words  do  we  call  nouns  ?     What  is  a  proper  noun  ? 

Which  is  the  affix  in  turning  f  (page  101.)  What  is  the  rule  for  doubling 
the  last  letter  in  adding  an  affix?  (pages  101,  144.)  See  McGuffey's  Eclec- 
tic Spelling-book. 


189 


M°GUFFEY'S    THIRD   READER 


ARTICULATION". 


Ngz,  ngd.   Clangs,  clang'd:  twangs,  twang'd :  rings,     ring'd. 

2  2  2  2  2  2 

Nj,    njd.    Hinge,  hing'd:    cringe,   cring'd:     plunge,  plung'd. 


LESSON   LVIII. 


1.  Skep'-tics,   persons  who  doubt,  or    3.  Un-sul'-li-ed,  not  stained 


disbelieve  religious  truth. 
2.  Writhe,  to  be  in  torture. 

De-base'-inent,  the  being  sunk  or 

degraded.  [wrong  'ise. 

Un-per-vert'-ed,   not  turned  to  a 


Wells,   issues  forth  as  water 

from  the  ground. 
Lave,  wash,  bathe. 
Dis-solv'-ing,  melting,, 


CONSOLATION  OF  RELIGION  TO  THE  POOR. 

Remark.  —  This  lesson  requires  great  care,  and  must  be  read  in  a 
natural,  but  solemn  manner. 

Pronounce   correctly.  —  Wid-ow,  not  wid-der:  vol-ume,  not  vol- 
lum:  pal-ate,  not  pal-it:  pil-low,  not  pil-ler. 

1.  There  is  a  mourner,  and  her  heart  is  broken; 
She  is  a  widow ;    she  is  old  and  poor ; 

Her  only  hope  is  in  the  sacred  token 
Of  peaceful  happiness  when  life  is  o  'er ; 
She  asks  not  wealth,  nor  pleasure,  begs  no  more 
Than  Heaven's  delightful  volume,  and  the  sight 
Of  her  Redeemer.     Skeptics !    would  you  pour 
Your  blasting  vials  on  her  head,  and  blight 
Sharon's  sweet  rose,  that   blooms    and    charms   her   beino-'s 
night  ? 

2.  She  lives  in  her  affections ;    for  the  grave 
Has  closed  upon  her  husband,  children ;    all 

Her  hopes  are  with  the  arms  she  trusts  will  save 
Her  treasured  jewels ;    though  her  views  are  small, 
Though  she  has  never  mounted  high  to  fall 
And  writhe  in  her  debasement,  yet  the  spring 
Of  her  meek,  tender  feelings,  can  not  pall 


ft- 


OF    THE  ECLECTIC    SERIES.  181 

Upon  her  unperverted  palate,  but  will  bring 
A  joy  without  regret,  a  bliss  that  has  no  sting. 

3.  Even  as  a  fountain,  whose  unsullied  wave 
Wells  in  the  pathless  valley,  flowing  o  'er 
With  silent  waters,  kissing,  as  they  lave 

The  pebbles  with  light  rippling,  and  the  shore 

Of  matted  grass  and  flowers ;    so  softly  pour 

The  breathings  of  her  bosom,  when  she  prays, 

Low-bowed,  before  her  Maker ;    then,  no  more 

She  muses  on  the  griefs  of 'former  days: 

Her  full  heart  melts  and  flows  in  Heaven's  dissolving  rays. 

4.  And  faith  can  see  a  new  world,  and  the  eyes 
Of  saints  look  pity  on  her.     Death  will  come : 

A  few  short  moments  over,  and  the  prize 

Of  peace  eternal  waits  her,  and  the  tomb 

Becomes  her  fondest  pillow :    all  its  gloom 

Is  scattered.     What  a  meeting  there  will  be 

To  her  and  all  she  loved  while  here !    and  the  bloom 

Of  new  life  from  those  cheeks  shall  never  flee. 

There  is  the  health  which  lasts  through  all  eternity. 

Peecital. 


Questions.  —  Should  there  be  a  pause  at  the  end  of  every  line  in 
poetry  ?  Should  the  voice  rise  or  fall  at  the  word  "  night,"  at  the  end 
of  the  first  stanza  ? 


TO   TEACHERS. 

The  Teacher,  in  drilling  a  class  to  observe  the  pauses,  will  find 
it  useful  to  permit  the  first  pupil  to  read  to  the  first  pause  in  a  sen- 
tence, the  next  to  follow  him  to  the  second  pause,  and  the  third  to  the 
next,  &c.  In  doing  this,  it  is  necessary  that  each  in  his  turn  should 
promptly  take  up  his  clause  at  the  right  moment,  so  that  the  whole 
may  sound  as  if  read  by  one  person.     This  method  of  reading  will  be 

I  rather  difficult  at  first,  but  will  call  forth  interest  and  close  attention, 
and  will  secure  a  proper  notice  of  the  pauses,  one  of  the  most  difficult 
■  thing3  to  accomplish  in  reading. 


182 


McQUI'TEY  S   THIRD    READER 


LESSON    LIX 


4.  Un-oc'-cu-pi-ed,  not  employed  or 

taken  up. 
In-ex-haust'-i-ble,  unfailing. 

5.  Con-sid-er-a'-tion,  serious  thought, 

reflection.  [from  injury. 

C.  Pre-serv'-a-tive,  that  which  keeps 
Re-spons-i-bil'-i-ty,  the  state  of 
being  liable  to  answer  or  ac- 
count for.  [study. 

7.  Cul-ti-va'-tion,    improvement    by 


8.  Con'-gress,  the  legislature  of  the 

United  States. 
Math-e-nia-ti'-ciaas,  those  versed 
in  mathematics. 

9.  Scep'-ter,  the  emblem  of  kingly 

power. 

12.  E-lec'-tion,  a  choosing. 

15.  P.'o-gres'-sion,  a  moving  forward. 
Ap-prox-i-ma'-tion,  a  near  ap- 
proach. 


VALUE  OF  TIME  AND  KNOWLEDGE. 

Pronounce  correctly. — Val-ue,  not  val-cio:  prod-i-gal,  not prod-i- 
gul:  oc-cu-py-ing,  not  oc-hj-py-ing :  gath-er,  not  geth-er:  as-tron-o-mers, 
I  not  as-lron-i-muz. 

Sound  the  unaccented  a  properly  in  "words  like  prodigal,  pleasant, 
importance,  mental,  capable,  &c.     See  Exercise  on  A,  page  16. 

1.  Let  me  call  your  attention  to  the  importance  of  improv- 
ing your  time.  The  infinite  value  of  time  is  not  realized.  It 
is  the  most  precious  thing  in  all  the  world ;  "  the  only  thing  of 
which  it  is  a  virtue  to  be  covetous,  and  yet  the  only  thing  of 
which  all  men  are  prodigal." 

2.  In  the  first  place,  then,  reading  is  a  most  interesting  and 
pleasant  method  of  occupying  your  leisure  hours.     All  young 

I  people  have,  or  may  have,  time  enough  to  read.     The  diih- 
I  culty  is,  they  are  not  careful  to  improve  it. 

3.  Their  hours  of  leisure  are  either  idled  away,  or  talked 
I  away,  or  spent  in  some  other  way  equally  vain  and  useless  ; 

and  then  they  complain,  that  they  have  no  time  for  the  culti- 
vation of  their  minds  and  hearts. 

j       4.  Time  is  so  precious,  that  there  is  never  but  one  moment 

in  the  world  at  once,  and  that  is  always  taken  aAvay,  before 

another  is  given.     Only  take  care  to  gather  up  the  fragments 

|  of  time,  and  you  will  never  want  leisure  for  the  reading  of 

s  useful  books.     And  in  what  way  can  you  spend  your  unoccu- 

i  pied  hours  more  pleasantly,  than  in  holding  converse  with  the 

wise,  and  the  good,  through  the  medium  of  their  writings  ? 

ga  ■„  ; 


, & 

OF  THE   ECLECTIC    SERIES.  183 

To  a  mind  not  altogether  devoid  of  curiosity,  books  form  an 
inexhaustible  source  of  enjoyment. 

5.  It  is  a  consideration  of  no  small  weight,  that  reading  fur- 
nishes materials  for  interesting  and  useful  conversation.  Those 
who  are  ignorant  of  books,  must  of  course  have  their  thoughts 
confined  to  very  narrow  limits.  What  occurs  in  their  imme- 
diate neighborhood,  the  state  of  the  market,  the  idle  report,  the 
tale  of  scandal,  the  foolish  story,  these  make  up  the  circle  of 
their  knowledge,  and  furnish  the  topics  of  their  conversation. 
They  have  nothing  to  say  of  importance,  because  they  know 
nothing  of  importance. 

6.  A  taste  for  useful  reading  is  an  effectual  preservative 
from  vice.  Next  to  the  fear  of  God,  implanted  in  the  heart, 
nothing  is  a  better  safeguard  to  character,  than  the  love  of 
good  books.  They  are  the  handmaids  of  virtue  and  religion. 
They  quicken  our  sense  of  duty,  unfold  our  responsibilities, 
strengthen  our  principles,  confirm  our  habits,  inspire  in  us 
the  love  of  what  is  right  and  useful,  and  teach  us  to  look  with 
disgust  upon  what  is  low,  and  groveling,  and  vicious. 

7.  The  high  value  of  mental  cultivation,  is  another  weighty 
motive  for  giving  attendance  to  reading.  What  is  it  that 
mainly  distinguishes  a  man  from  a  brute  ?  Knowledge. 
What  makes  the  vast  difference  there  is,  between  savage  and 
civilized  nations  ?  Knowledge.  What  forms  the  principal 
difference  between  men,  as  they  appear  in  the  same  society  ? 
Knowledge. 

8.  What  raised  Franklin  from  the  humble  station  of  a 
printer's  boy,  to  the  first  honors  of  his  country  ?  Knowledge. 
What  took  Sherman  from  his  shoemaker's  bench,  gave  him  a 
seat  in  Congress,  and  there  made  his  voice  to  be  heard  among 
the  wisest  and  best  of  his  compeers  ?  Knowledge.  What 
raised  Simpson  from  the  weaver's  loom,  to  a  place  among  the 
first  of  mathematicians ;  and  Herschel,  from  being  a  poor 
fifer's  boy  in  the  army,  to  a  station  among  the  first  of  astrono- 
mers 1     Knowledge. 

9.  Knowledge  is  power.  It  is  the  philosopher's  stone,  the 
true  alchemy,  that  turns  every  thing  it  touches  into  gold.  It 
is  the  scepter,  that  gives  us  our  dominion  over  nature ;  the 
key,  that  unlocks  the  storehouse  of  creation,  and  opens  to  us 
the  treasures  of  the  universe. 


10.  The   circumstances  in  which   you   are   placed,  as   the 


•© 


@ — <s> 

184  MCGUFFEY'S   THIRD   READER 


members  of  a  free  and  intelligent  community,  demand  of  you 
a  careful  improvement  of  the  means  of  knowledge  you  enjoy. 
You  live  in  an  age  of  great  mental  excitement.  The  public 
mind  is  awake,  and  society  in  general  is  fast  rising  in  the 
scale  of  improvement.  At  the  same  time,  the  means  of  knowl- 
edge are  most  abundant. 

1 1 .  The  road  to  wealth,  to  honor,  to  usefulness,  and  happi- 
ness, is  open  to  all,  and  all  who  will,  may  enter  upon  it  with 
the  almost  certain  prospect  of  success.  In  this  free  commu- 
nity, there  are  no  privileged  orders.  Every  man  finds  his 
level.  If  he  has  talents,  he  will  be  known  and  estimated,  and 
rise  in  the  respect  and  confidence  of  society. 

12.  Added  to  this,  every  man  is  here  a  freeman.  He  has 
a  voice  in  the  election  of  rulers,  in  making  and  executing  the 
laws,  and  may  be  called  to  fill  important  places  of  honor  and 
trust,  in  the  community  of  which  he  is  a  member.  What 
then  is  the  duty  of  persons  in  these  circumstances  ?  Are  they 
not  called  to  cultivate  their  minds,  to  improve  their  talents, 
and  to  acquire  the  knowledge  which  is  necessary  to  enable 
them  to  act,  with  honor  and  usefulness,  the  part  assigned 
them  on  the  stage  of  life  ? 

13.  A  diligent  use  of  the  means  of  knowledge,  accords 
well  with  your  nature  as  rational  and  immortal  beings. 
C4od  has  given  you  minds  which  are  capable  of  indefinite 
improvement ;  he  has  placed  you  in  circumstances  peculiarly 
favorable  for  making  such  improvement ;  and,  to  inspire  you 
with  diligence  in  mounting  up  the  shining  course  before  you, 
he  points  you  to  the  prospect  of  an  endless  existence  beyond 
the  grave. 

14.  If  you,  who  possess  these  powers,  were  destined,  after 
spending  a  few  days  on  earth,  to  fall  into  non-existence ;  if 
there  were  nothing  in  you  which  death  can  not  destroy,  nor 
the  grave  cover,  there  would  indeed  be  but  little  inducement 
to  cultivate  your  minds.  "  For  who  would  take  pains  to  trim 
a  taper,  which  shines  but  for  a  moment,  and  can  never  be 
lighted  again? " 

15.  But  if  you  have  minds  which  are  capable  of  endless 
progression  in  knowledge,  of  endless  approximation  to  the 
supreme  intelligence ;  if,  in  the  midst  of  unremitting  success, 
objects  of  new  interest  will  be  forever  opening  before  you  ; 
O  what  prospects  are  presented  to  the  view  of  man !    what 


-© 


er 


-© 


OF    THE    ECLECTIC    SERIES. 


185 


strong  inducements  to  cultivate  his  mind  and  heart,  and  to 
enter  upon  that  course  of  improvement  here,  which  is  to  run 
on,  brightening  in  glory  and  in  bliss,  ages  without  end ! 

II  a  w  e  s . 


Questions. — What  is  the  subject  of  this  lesson?  What  is  a 
pleasant  method  of  occupying  our  leisure  hours  ?  For  "what  does 
reading  furnish  materials  ?  From  what  does  it  preserve  us  ?  If  a 
man  has  knowledge,  what  may  he  hope  for  ?  What  peculiar  reasons 
are  there  why  American  children  should  cultivate  their  minds  ? 

In  the  last  sentence,  what  iuterjection  is  there  ?  What  is  an  inter- 
jection ?  What  does  the  word  mean  ?  Will  you  name  four  interjec- 
tions ?    Why  are  they  so  called  ?    See  Pinneo's  Primaiy  Grammar. 


PI,  plz,  pld. 
Ps,  pst. 
Pt,  pts. 


ARTICULATION. 

2  2  2                                    2 

Crippl',  crippl's,  crippl'd:       tippl',  &c. 

2  2  1                                      1 

Sips,  sipst:  steeps,           steepst. 

2  2  2                                    2 

Accept,  accepts:  precept,        precepts. 


LESSON  LX. 


Knell,  the  sound  of  a  bell  rung  at 
a  funeral. 

Sculpt'-ur-ed,  carved,  engraved. 

Mon'-u-ment,  something  which 
preserves  the  memory  of  a  per- 
son. 

Pomp'-ous,  splendid. 


10.  Grap'-ple,  to  grasp,  to  lay  hold 

on. 
13.  Ad'-a-mant,  a  very  hard  stone. 
18.  Ech'-o,  sound  returned. 

27.  Con'-verse,  conversation. 

28.  Un-fet'-  ter-ed,  not  bound. 
32.  Lin'-ger-ing,  delaying. 


THE    KNELL    OF    TIME. 

Remark.  —  This  lesson  is  blank  verse,  which  is  the  most  difficult 
of  all  kinds  of  composition  to  read  well.    It  must  not  be  read  as  if  it 
-16 . 


186  M°.GUFFEY's    THIRD    READER 

were  mere  prose,  for  it  has  a  measure ;  neither  must  it  be  read  as  other  g 
poetry,  for  its  measure  is  not  so  regular  and  fixed.     The  reader,  who 
is  learning,   should  perhaps,   at  first,  attempt  nothing  more  than  a 
simple  and  clear  expression  of  the  sense. 


Articulate  distinctly.  —  Old,  not  ole:  some-thing,  not  some-thin: 
crept,  not  crep:  slum-ber-ing,  not  slum-b'rin:  lin-ger-ing,  not  lin-g'rin. 

1.  Heard  you  that  knell?     It  was  the  knell  of  Time! 
And  is  Time  dead  ?     I  thought  Time  never  died. 
I  knew  him  old,  'tis  true,  and  full  of  years, 
And  bald,  except  in  front ;    but  he  was  strong 
5.  As  Hercules :    I  saw  him  grasp  the  oak, 

It  fell ;    the  tower,  it  crumbled ;    and  the  stone, 
The  sculptured  monument,  that  marked  the  grave 
Of  fallen  greatness,  ceased  its  pompous  strain, 
As  Time  came  by.     Yes,  Time  was  very  strong, 

10.  And  I  had  thought,  too  strong  for  Death  to  grapple  with. 
But  I  remember  now,  his  step  was  light ; 
And  though  he  moved  at  rapid  rate,  and  trod 
On  adamant,  his  tread  was  never  heard ! 
And  there  was  something  frightful  in  the  thought, 

15.   That  in  the  silence  of  the  midnight  hour, 

When  all  was  hushed  as  death,  and  not  a  sound 
Crept  o  'er  my  window's  sill,  or  woke 
The  echo  slumbering  there ;    in  such  an  hour 
He  trod  my  chamber,  and  I  heard  him  not ; 

20.  And  I  have  held  my  breath  and  listened  close, 
To  catch  one  foot-fall  as  he  glided  by ; 
But  not  a  slumbering  sound  awoke,  or  sighed, 
And  the  thought  struck  me  then,  that  one,  whose  step 
Was  so  much  like  a  spirit's  tread,  whose  acts 

25.  Were  all  so  noiseless,  like  the  world  unseen, 
Would  soon  be  fit  for  other  worlds  than  this ; 
Fit  for  high  converse  with  immortal  minds, 
Unfettered  by  the  flesh,  unchained  to  earth. 

Time's  movements  !  oh  how  fleet !  and  yet,  how  still ! 

30.   Still,  as  the  morning  sunbeam,  as  it  kissed 

The  blushing  flower,  but  shook  not  e'en  the  tears 
Of  night,  the  lingering  dew-drops,  from  its  leaves, 
Nor  woke  the  wild  bee  slumbering  in  its  folds. 

Anontmo  u  s. 


Questions. — What  kind  of  poetry  is  this?     How  must  it  be 
read  ?     Where  should  you  pause  ?     What  two  notes  are  those  in  the 


©- 


&— 


OF   THE    ECLECTIC    SERIES. 


187 


first  line  ?     What  do  you  understand  by  the  word  "  anonymous  ?  " 
What  word  can  you  put  in  the  place  of  "  grapple  ? " 

In  the  last  line,  which  are  the  two  nouns  ?  Will  you  spell  each  of 
them  in  the  possessive  case,  singular  number  1  In  the  possessive 
case,  plural  number  1    What  does  the  possessive  case  denote  ? 


LESSON    LXI. 


LETTER  I. 

Op-por-tu'-ni-ty,  convenient  means. 
Fa'-vor-ite,  any  thing  particularly 

loved. 
Cab'-i-net,   a  place  where  choice 

or  curious  things  are  laid  up. 


LETTER   II. 

1.  Con-vey'-ed,  imparted,  communi- 
cated. 
3.  Id'-i-ot,  a  natural  fool. 
5.  De-ci'-ded,  determined. 
Con-ge'-ni-al,  adapted. 


CONSEQUENCES    OF    BAD    SPELLING-. 
Let  the  pupil  find  the  errors  in  this  lesson. 

LETTER  I.  —  Miss  Emma  Walford,  to  her  Aunt. 

1.  My  Dear  Aunt: — I  take  the  opportunity  of  sending1  a 
letter  by  Mr.  Green,  to  let  you  see  whether  I  am  improved  in 
my  writing,  as  I  wrote  you  about  this  time  last  year ;  and  to 
tell  you  that  I  hope  you  will  come  to  see  us  soon,  as  I  have 
so  many  things  to  shew  you.  I  have  been  to  see  a  real  play 
since  I  saw  you ;  I  never  laughed  so  much  in  all  my  life ;  it 
was  so  curious  to  see  so  many  people  all  in  tears  one  above 
another ! 

2.  Mr.  Bedford  comes  to  see  us  very  often ;  you  know 
what  a  droll  man  he  is ;  he  has  got  a  new  tail ;  I  am  sure  you 
would  laugh  at  it.  As  the  weather  is  so  fine,  mamma  allows 
me  to  have  a  great  deal  of  thyme  in  my  garden,  which,  you 
know,  is  very  nice.  You  will  be  sorry  to  hear  that  the  old 
ewe  is  dead,  as  it  was  a  great  favorite  of  yours ;  and  all  our 
furs  have  been  destroyed  by  lightning. 

3.  William's  paths  are  all  spoiled  again  ;  but  he  has  such  a 
bad  gait ;  it  always  will  be  so  till  he  can  mend  it.  It  is  so 
long  since  we  have  seen  our  cousins,  that  we  are  afraid  they 


188  mcguffey's  third  reader 


are  ill ;  papa  means  to  send  George,  to-morrow,  to  sea.  It  is 
so  warm,  that  I  am  writing  out  of  doors,  close  by  the  beach, 
with  a  large  plain  before  me;  George  has  just  got  a  nice 
plaice,  as  well  as  myself;  I  am  very  bizzy  making  nets,  as 
we  are  going  to  have  a  sail  to-morrow ;  I  wish  you  were  here. 

4.  It  is  my  birth-day  ;  papa  has  brought  me  down  a  beau, 
he  says  I  am  now  quite  old  enough  to  have  a  beau,  as  I  can 
be  trusted ;  and  I  am  to  have  my  hair  dressed  to-day.  I  have 
had  several  presents,  and  one  is  the  nicest  little  deer  in  the 
world ;  I  long  to  buy  a  fine  cage  for  it. 

5.  I  am  very  much  obliged  to  you  for  the  globes  you  were 
kind  enough  to  promise  me.  William  gave  me  a  small  pair, 
to-day  ;  he  has  been  learning  to  shoot  with  a  gun,  and  he  was 
near  laming  himself  for  life,  for  he  stuffed  his  toe  in  so  tight, 
he  could  not  get  it  out,  and  papa  was  afraid  the  gun  would 
burst.  George  rowed  over  to  uncle  John's  yesterday,  and  he 
gave  him  two  new  oars  to  bring  home,  which  he  gave  me  for 
a  birth-day  present,  and  I  have  put  them  into  my  little  cedar- 
wood  box,  in  my  Indian  cabinet. 

6.  I  have  found  such  a  pretty  vale  lately,  on  the  road  be- 
tween this  and  St.  Albans.  I  long  to  shew  it  to  you ;  it  is 
exactly  like  a  French  vale. 

I  think  I  have  told  you  all  the  news. 

From  your  affectionate  Niece, 

EMMA  WALFORD. 

P.  S.  Mamma  desires  me  to  say,  that  although  she  has 
not  seen  my  letter,  she  told  me  how  to  spell  all  the  long,  hard 
words.  I  must  leave  off;  what  a  trouble  these  aunts  are,  I 
can  not  get  rid  of  them. 


LETTER  II.  —  Mrs.  Wilson  to  her  NrecE. 

1.  My  Dear  Niece: — Your  letter  surprised  me  exceed- 
ingly, as  it  conveyed  much  information  for  which  I  was  not 
in  the  least  prepared.  Your  being  at  the  seaside,  will  deter 
me  from  visiting  your  mamma  at  present,  as  I  am  not  able  to 
take  so  long  a  journey;  and  as  you  are  anxious  to  " get  rid 
of  your  aunts,''''  (which  I  really  believe  you  had  no  intention 
of  writing  down  in  your  letter,)  I  will  not  ll  trouble"  you  with 
my  company ;  but  will  visit  your  mamma  when  you  are  from 
home. 
£, ___ — „ ___ . — _ __™ — __. £ 


© — '     — - — — _=__ , — i 

OF   THE    ECLECTIC   SERIES.  189 

2.  I  do  not  imagine  I  should  like  your  garden  very  much, 
as  I  think  that  thyme  is  very  fit  for  a  kitchen  garden.  I  do 
not  remember  that  I  ever  admired  your  old  ewe,  I  used  to 
prefer  your  little  lambs ;  and  I  never  knew  before  that  light- 
ning injured  furs,  I  thought  that  moths  were  their  only  ene- 
mies. I  can  not  agree  with  your  papa,  that  you  require  a 
beau;  surely  your  kind  brothers,  who  are  older  than  yourself, 
can  walk  out  with  you,  and  take  care  of  you. 

3.  I  can  not  guess  why  William  should  stuff  his  toe  into  the 
barrel  of  his  gun,  'tis  more  like  the  act  of  an  idiot  than  of  a 
sensible  boy  like  him ;  but  I  am  still  more  puzzled  to  know 
how  George  could  row  all  the  way  to  his  uncle's,  as  there  is 
no  water  within  some  miles  of  Otley  Park ;  nor  how  you  can 
get  a  pair  of  oars  into  your  little  India  cabinet. 

4.  I  shall  be  glad  to  see  the  pretty  valley  you  have  dis- 
covered, but  as  you  have  never  been  in  France,  how  do  you 
know  it  is  like  a  French  vale  ?  If  the  Mr.  Bedford  you  men- 
tion is  my  friend,  I  should  certainly  laugh  at  his  folly  in  wear- 
ing a  pig-tail,  as  he  is  only  five-and-twenty  years  of  age. 

5.  I  am  truly  sorry  your  father  has  decided  on  sending 
George  to  sea,  as  his  original  plan,  of  sending  him  to  study 
for  the  Church,  seemed  so  congenial  to  his  mind  and  character. 
I  am  surprised  that  your  mamma  should  think  it  right  to  have 
your  hair  dressed,  as  your  own  natural  curls  are  far  better 
than  curls  made  with  hot  irons.  I  think  that  the  little  deer 
that  has  been  given  you,  would  be  much  happier  in  your 
uncle's  park  than  in  a  cage ;  it  will  look  like  a  wild  beast  at 
Exeter  'Change. 

6.  William  must  be  very  clumsy,  to  walk  in  such  a  man- 
ner as  to  destroy  his  own  garden  walks.  I  do  not  approve 
of  visiting  theaters.  If  the  play  you  saw  was  so  affecting  as 
to  excite  every  one  to  tears,  you  must  have  appeared  very 
silly  to  be  laughing  all  the  time.  Was  not  your  seat  on  the 
beach  very  hot  for  want  of  shade  ?  I  can  not  conceive  how 
you  could  attempt  to  write  a  letter,  and  -^atch  fish  at  the  same 
time ! 

7.  I  should  enjoy  a  sail  very  much  with  you,  if  I  were  not 
considered  troublesome.  I  hope  the  boys  will  catch  plenty  of 
fish  in  your  nets.  As  William  has  given  you  a  pair  of  globes, 
I  have  just  sent  off  those  I  intended  for  you  to  your  cousin 
Caroline,  who,  I  am  sure,  will  be  very  glad  of  them,  as  she 
has  not  even  a  small  pair. 

4 - , 


$ , — _ . — _ ,  ,^ 

I   190  M«GUEPEy's    THIRD    READER 

j  

8.   Give  my  love  to  your  good  papa  and  mamma,  and  the 
boys,  and  believe  me, 

Your  sincere  friend, 

ELIZABETH  WILSON. 


ARTICULATION. 

3  3  3  4  4 

Rd,      rdz,  rdst.     Gird,    girds,     girdst :  ward,  wards,  &c. 

3  3  3  3  3 

Rk,      rks,  rkst.     Jerk,     jerks,    jerkst:  park,  parks,  &e. 

3  3  3  3 

Rkd,    rkdst.  Jerk'd,      jerk'dst:  park'd,  park'dst. 


LESSON   LXII 


1.  Re-ceipt',  the  act  of  receiving. 

2.  Un-in-tel'-li-gi-ble,    that  can  not 

be  understood. 
Ex-cess'-ive-ly,  very  much. 
Quiz'-zed,  run  upon,  ridiculed. 


3.  Am-bi'-tious,  desiring  distinction. 

4.  Dil'-i-gent,  attentive,  industrious. 

5.  Cu-ri-os'-i-ties,  uncommon  or  re- 

markable articles.  [ed. 

8.  As-ton'-ish-ed,  very  much  surpris- 


BAD    SPELLING.  — Continued. 

Pronounce  correctly.  —  Ig-no-rance,  not  ig-ner-unce:  un-mer-ci- 
ful-ly,  not  un-mus-ci-ful-ly:  nat-u-ral-ly,  not  nat-ter-ral-ly:  un-fort-u- 
nate,  not  un-for-ter-nit. 

LETTER  IIL  — Mrs.  Walford  to  Mrs.  Wilson. 

The  Glebe:  St.  Albans. 

1.  Emma  has  been  in  despair,  my  dear  sister,  ever  since  the 
receipt  of  your  letter ;  she  begs  me,  as  soon  as  possible,  to 
clear  up  the  mistakes  which,  in  her  extreme  ignorance,  she 
has  committed.  In  the  first  place,  she  is  very  anxious  that 
I  should  tell  you  how  much  she  loves  all  her  aunts,  and  you 
the  most  of  all. 

2.  Had  you  not  returned  Emma's  letter,  your  answer 
would  have  been  quite  unintelligible ;  the  boys  have  been 
excessively  amused,  and  have,  to  use  their  own  expression, 
"quizzed  her  most  unmercifully  ;  "  but,  at  the  least  hint  from 
me,  I  know  they  will  desist. 


&- 


© — - — I 

OF   THE   ECLECTIC    SERIES.  191 

3.  Naturally  ambitious,  and  a  little  vain,  Emma  has  always 
considered  English  spelling  as  a  disagreeable  task  ;  there  was 
no  praise,  no  honor,  no  glory,  in  spelling  well ;  it  was  a  matter 
of  course,  and  though  it  was  a  disgrace  to  spell  ill,  it  was  no 
merit  to  spell  well. 

4.  She  now  feels  the  importance  of  it ;  and,  as  soon  as  I 
see  that  she  is  diligent  in  learning  the  "long,  dull  column 
of  spelling,"  the  subject  of  the  unfortunate  letter  shall  be 
dropped. 

5.  She  begs  me  to  tell  you,  that  when  the  weather  is  fine,  I 
allow  her  a  great  portion  of  time  to  work  in  her  garden  ;  that 
your  favorite  yew-tree  is  dead ;   and   that  our  firs  were  de- 
stroyed in  the  last  storm;   that  her  papa  brought  her  down  a 

bow  and  arrows ;  that  William  stuffed  too  much  tow  into  his 
gun ;  that  he  rode  over  to  Otley  Park  on  his  poney,  ant! 
brought  back  two  pretty  specimens  of  copper  ore,  which  he 
kindly  gave  to  her  to  put  among  her  curiosities. 

6.  She  found  a  vail  in  the  road  the  other  day,  which  on 
comparing  with  mine,  she  pronounces  to  be  a  French  vail, 
Mr.  Bedford's  new  tale  is  one  he  translated  from  the  Italian, 
in  which  a  man  is  persuaded  that  he  is  another  person ;  it  is 
really  a  very  comic  story. 

7.  George  went  to  see  his  cousins ;  their  absence  was  occa- 
sioned by  their  having  some  friends  staying  with  them.  Philip 
Ainsworth  sent  us  a  hare;  as  it  was  near  Emma's  birth-day, 
he  begged  it  might  be  a  present  to  her;  Emma's  "little  deer  " 
is  a  canary  ;  all  her  pets  are  dear  in  her  eyes ;  she  thought 
she  had  a  nice  place  under  the  beech  on  a  bank,  but  as  she 
was  troubled  with  the  ants,  she  was  obliged  to  leave  it ;  she 
has  been  making  nets  to  cover  pictures  for  a  sale  in  the  neigh- 
borhood, for  some  charity. 

8.  Her  loss  of  the  globes  is  a  great  disappointment ;  her  j 
present  from  William  was  a  little  ivory  pear,  containing  seven 
others,  and  in  the  last  a  small  set  of  tea-things  ;  an  ingenious 
toy.  She  was  much,  entertained  at  the  theater,  and  was  aston- 
ished at  the  tiers  of  heads  in  the  pit  and  boxes,  as  she  had 
never  before  seen  so  many  people  assembled. 

9.  Now  you  find  that  we  are  at  home,  I  hope  you  will  not 
delay  coming,  to  give  Emma  the  kiss  of  reconciliation,  and  the 
pleasure  of  your  company  to 

Your  affectionate  Sister, 

EMILY  WALFORD. 

P.  S.  A  partial  mother  finds  excuses  for  her  children,  when 


<%- 


192 


mcguffey's  third  reader 


no  other  person  can ;  but  although  Emma  was  eight  years  old 
on  Thursday,  you  know  how  much  her  delicate  health  has 
interfered  with  her  studies. 


London    Gift. 


Questions.  —  Why  did  Emma's  mother  write  to  Mrs.  Wilson? 
How  had  Emma's  letter  affected  the  boys?  What  had  Emma  regarded 
as  disagreeble  ?  Should  you  not  think  it  better  to  learn  to  spell,  than 
to  be  laughed  at  for  blunders  ?  What  did  Emma  do,  to  correct  her 
fault?  Can  you  expect  to  become  good  scholars,  unless  you  are  dili- 
gent in  your  studies. 


LESSON    LXIII. 


1.  Fruit'-ful-ness,  abundance. 

2.  Slug'-gard,  a  lazy  person. 

3.  Pro-lif'-ic,  fruitful. 

4.  Vine'-yard,  a  plantation  of  grape 

vines. 


Toils,  labor. 

5.  En-cum'-ber-ed,  loaded. 

6.  Pos-sess'-ing,  having. 
Trans-plan  t'-ed,      removed 

planted  in  another  place. 


and 


THE    IMPORTANCE    OF    WELL-SPENT    YOUTH. 

Articulate  distinctly.  —  Sup-port,  not  s'port:  hap-pi-ness,  not 
hap'ness:  nat-u-ral-ly,  not  nat'r'ly:  in-dus-tri-ous,  not  in-dus-frous:  for- 
ev-er,  not/Y-eu-er.     See  Exercise  IV.,  pages  16  to  19. 

1.  As  the  beauty  of  summer,  the  fruitfulness  of  autumn,  and 
the  support  of  winter,  depend  upon  spring ;  so  the  happiness, 
wisdom,  and  piety  of  middle  life  and  old  age,  depend  upon 
youth.     Youth  is  the  seed-time  of  life. 

2.  If  the  fanner  does  not  plow  his  land,  and  commit  the 
precious  seed  to  the  ground  in  spring,  it  will  be  too  late  after- 
ward ;  so  if  we,  while  young,  neglect  to  cultivate  our  hearts 
and  minds,  by  not  sowing  the  seeds  of  knowledge  and  virtue, 
our  future  lives  will  be  ignorant,  vicious,  and  wretched.  "  The 
sluggard  will  not  plow  by  reason  of  the  cold  ;  he,  therefore, 
shall  be<j  in  harvest,  and  have  nothing." 

3.  The  soil  of  the  human  heart  is  naturally  barren  of  every 
thing  good,  though  prolific  of  evil.  If  corn,  flowers,  or  trees, 
be  not  planted,  and  carefully  cultivated,  nettles  and  brambles 


-© 


®- 


OF   THE   ECLECTIC   SERIES.  193 

will  spring  up ;  and  the  mind,  if  not  cultivated,  and  stored 
with  useful  knowledge,  will  become  a  barren  desert,  or  a 
thorny  wilderness. 

4.  "  I  went  by  the  field  of  the  slothful,  and  by  the  vineyard 
of  the  man  void  of  understanding,  and  lo !  it  was  all  grown 
over  with  thorns,  and  nettles  had  covered  the  face  thereof,  and 
the  stone  wall  thereof  was  broken  down."  When  our  first 
parents  had  sinned,  the  ground  was  cursed  for  their  sake,  and 
God  said,  "Thorns,  also,  and  thistles  shall  it  bring  forth;" 
but  this  curse  is  turned  into  a  blessing  by  the  diligent  and 
industrious,  who  are  never  happy  when  unemployed,  who 
delight  in  labor  and  exertion,  and  receive  an  ample  reward  for 
all  their  toils. 

5.  As  the  spring  is  the  most  important  part  of  the  year,  so 
is  youth  the  most  important  period  of  life.  Surely,  God  has 
a  claim  to  our  first  and  principal  attention,  and  religion  de- 
mands the  morning  of  our  days,  and  the  first  season,  the 
spring  of  our  lives :  before  we  are  encumbered  by  cares,  dis- 
tre^e.d  by  afflictions,  or  engaged  in  business,  it  becomes  us  to 
resign  our  souls  to  God. 

6.  Perhaps  you  may  live  for  many  years ;  then  you  will 
be  happy  in  possessing  knowledge  and  piety,  and  be  enabled 
to  do  good  to  others ;  but  if,  just  as  youth  is  showing  its  buds 
and  blossoms,  the  flower  should  be. snapped  from  its  stalk  by 
the  rude  hand  of  death,  O  how  important  that  it  should  be 
transplanted  from  earth,  to  flourish  forever  at  the  foot  of  the 
tree  of  life,  and  beside  the  waters  of  the  river  of  life  in  heaven. 

Y.    Mag. 


Questions.  —  What  depends  upon  spring?  What  is  the  seed- 
time of  life?  If  we  neglect  to  cultivate  our  hearts  and  minds  in  youth, 
what  will  our  future  lives  be  ?  Who  has  the  first  claim  upon  our 
time  and  affections?  If  you  should  live  long,  what  benefit  will  you 
derive  from  piety  and  knowledge,  secured  in  early  life  ?  If  you  should 
die  young,  what  advantage  will  you  receive  from  them  ?  What  word 
can  you  substitute  for  "  encumbered  ? " 

In  the  third  paragraph,  which  are  the  adverbs  ?  What  does  each 
qualify  ?  What  does  the  word  adverb  mean  ?  How  are  adverbs  com- 
pared ?  See  Pinneo's  Primary  Grammar,  or  Pinneo's  Analytical  Gram- 
mar, page  104. 

Spell  and  Define.  —  4.  Understanding,  nettles,  industrious  : 
5.  important :  6.  flourish,  blossoms. 

0 1 7  — — <@ 


mcguffey's  thied  reader 


-® 


ARTICULATION. 


Rl,    rlz,  rlst.  Snarl,      snarls,         snarlst :  twirl, '       twirls,  &c. 

3  3  3  3  3 

Rid,  rldst.       Snarl' d,  snaii'dst :  twirl'd,  twirPdst:  Furl'd,  &c. 


LESSON    LXIV. 


1.  In'-fan-cy,  the  first  part  of  life. 
Cat'-a-raet,  a  great  fall  of  water. 

2.  Tieas'-ure,  something  very  much 

valued. 
O-ver-flow'-ing,  running  over. 
Ex'-quis-ite,  very  sensibly  felt. 


3.  Pois'-ed,  balanced.  [vossel. 

Gob'-let,  a  kind  of  cup  .or  drinking 
Nec'-tar,  the  drink  of  the  gods. 
In-tru'-sive-ly,    without  right   or 

welcome. 
Re-verts',  returns. 


THE    MOSS-COVERED    BUCKET. 

Sound  each  letter  clearly.  —  Child-hood,  not  chile-hood:  fond,  not 
fon:  wild-wood,  not  wile-wood:  pond,  notion:  bound,  not  boun:  cov- 
er'd,  not  coo-ud. 

1.  How  dear  to  my  heart  are  the  scenes  of  my  childhood, 

When  fond  recollection  presents  them  to  view  ! 
The  orchard,  the  meadow,  the  deep  tangled  wildwood, 

And  every  loved  spot  which  my  infancy  knew  ; 
The  wide  spreading  pond,  and  the  mill  that  stood  by  it ; 

The  bridge  and  the  rock  where  the  cataract  fell ; 
The  cot  of  my  father,  the  dairy-house  nigh  it, 

And  even  the  rude  bucket  which  hung  in  the  well ! 
The  old  oaken  bucket,  the  iron-bound  bucket, 

The  moss-covered  bucket  which  hung  in  the  well. 

2.  That  moss-covered  vessel  I  hail  as  a  treasure ; 
For  often,  at  noon,  when  returned  from  the  field, 

I  found  it  the  source  of  an  exquisite  pleasure, 
The  purest  and  SAveetest  that  nature  can  yield. 

How  ardent  I  seized  it,  with  hands  diat  were  glowing, 
And  quick  to  the  white  pebbled  bottom  it  fell ; 

Then  soon,  with  the  emblem  of  truth  overflowing, 
And  dripping  with  coolness,  it  rose  from  the  well : 


©, 


OF   THE   ECLECTIC    SERIES. 


195 


The  old  oaken  bucket,  the  iron-bound  bucket, 
The  moss-covered  bucket  arose  from  the  well. 

How  sweet  from  the  g"reen  mossy  brim  to  receive  it, 

As  poised  on  the  curb,  it  inclined  to  my  lips  ! 
Not  a  full  blushing  goblet  could  tempt  me  to  leave  it, 

Though  filled  with  the  nectar  which  Jupiter  sips. 
And  now,  far  removed  from  thy  loved  situation, 

The  tear  of  regret  will  intrusively  swell, 
As  fancy  reverts  to  my  father's  plantation, 

And  sighs  for  the  bucket  which  hangs  in  the  well ; 
The  old  oaken-bucket,  the  iron-bound  bucket, 

The  moss-covered  bucket,  which  hangs  in  the  well. 

WOODWORTH, 


LESSON    LXV. 


Met-a-phys'-ics,   the    science  of  the 
principles  and  causes  of  all  things 
Par-ti'-tion,  division.  [existing. 

Ab'-stract,  separate  from. 


Apt'-i-tude,  fitness. 
Es-sen'-tial,  necessary. 
Ac-ci-dent'-al,  not  essential. 
Con'-tents,  the  substance  contained. 


METAPHYSICS. 

Pconounce  correctly.  —  Sep-a-rate,  not  sep-er-ate:  sev-er-al,  not 
sev'-rul:  be-cause,  not  be-coz:  dif-fer-ence,  not  dif-f'runce:  ap-ti-tude, 
(«  as  yu,)  not  ap-ti-tshude,  nor  ap-ti-tood. 

Professor.    What  is  a  salt-box  ? 
Student.    It  is  a  box  made  to  contain  salt. 
Prof.    How  is  it  divided  ? 
Stud.    Into  a  salt-box,  and  a  box  of  salt. 
Prof.    Very  well ;  show  the  distinction. 
Stud.    A  salt-box  may  be  where  there  is  no  salt,  but  salt  is 
absolutely  necessary  to  the  existence  of  a  box  of  salt. 
Prof.    Are  not  salt-boxes  otherwise  divided  ? 
Stud.    Yes,  by  a  partition. 
Prof.    What  is  the  use  of  this  division  ? 
Stud.    To  separate  the  coarse  salt  from  the  fine. 
Prof.    How  ?  think  a  little. 
Stud.    To  separate  the  fine  salt  from  the  coarse. 


&- 


-O 


, . 0 

196  mcguffey's  third  reader 

Prof.    To  be  sure ;  to  separate  the  fine  from  the  coarse ; 
but  are  not  salt-boxes  otherwise  distinguished  ? 
Stud.    Yes,  into  possible,  positive,  and  probable. 
Prof.    Define  these  several  kinds  of  salt-boxes. 

Stud.  A  possible  salt-box,  is  a  salt-box  yet  unsold  in  the 
joiner's  hands. 

Prof.    Why  so  ? 

Stud.  Because  it  hath  not  yet  become  a  salt-box,  having 
never  had  any  salt  in  it ;  and  it  may  probably  be  applied  to 
some  other  use. 

Prof  Very  true ;  for  a  salt-box  which  never  had,  hath  not 
now,  and  perhaps  never  may  have  any  salt  in  it,  can  only  be 
termed  a  possible  salt-box.     What  is  a  probable  salt-box  ? 

Stud.  It  is  a  salt-box  in  the  hand  of  one  going  to  a  shop  to 
buy  salt,  and  who  hath  two  cents  in  his  pocket  to  pay  the 
shop-keeper;  and  a  positive  salt-box  is  one  which  hath  actu- 
ally and  bona  fide  got  salt  in  it. 

Prof.  Very  good  ;  what  other  division  of  salt-boxes  do  you 
recollect  ? 

Stud.  They  are  divided  into  substantive  and  pendent.  A 
substantive  salt-box  is  that  which  stands  by  itself  on  the  table 
or  dresser,  and  the  pendent  salt-box  is  that  which  hangs  by  a 
nail  against  the  wall. 

Prof.    What  is  the  idea  of  a  salt-box  ? 

Stud.  It  is  that  image  Avhich  the  mind  conceives  of  a  salt- 
box  when  no  salt  is  present. 

Prof.    What  is  the  abstract  idea  of  a  salt-box  ? 

Stud.  It  is  the  idea  of  a  salt-box  abstracted  from  a  box  of 
salt,  or  a  salt-box. 

Prof.  Very  right ;  by  this  means  you  acquire  a  most  per- 
fect knowledge  of  a  salt-box  ;  but  tell  me,  is  the  idea  of  a  salt- 
box  a  salt  idea  ? 

Stud.  Not  unless  the  ideal  box  hath  the  idea  of  salt  con- 
tained in  it. 

Prof.  True ;  and  therefore  an  abstract  idea  can  not  be 
either  salt  or  fresh,  round  or  square,  long  or  short ;  and  this 
shows  the  difference  between  a  salt  idea,  and  an  idea  of  salt. 
Is  an  aptitude  to  hold  salt  an  essential  or  an  accidental  property 
of  a  salt-box  ? 

Stud.  It  is  an  essential,  but  if  there  should  be  a  crack  in 
the  bottom  of  the  box,  the  aptitude  to  spill  salt  would  be  termed 
an  accidental  property  of  that  salt-box. 


C 


«£ 


OF    THE    ECLECTIC    SERIES. 


1<)7 


Prof.  Very  well,  very  well  indeed.  What  is  the  salt  called 
with  respect  to  the  box  ? 

Stud.    It  is  called  its  contents. 

Prof.    And  why  so  ? 

Stud.  Because  the  cook  is  content  to  find  plenty  of  salt  in 
the  box. 

Prof.    You  are  very  right.  Anonymous. 


Questions.  —  What  do  you  understand  by  metaphysics  ?  Is  it 
not  a  useful  science  when  properly  employed  ?  When  does  it  become 
ridiculous  ?    What  is  the  design  of  the  preceding  dialogue  ? 


ARTICULATION. 


Rm,    rmz,  rmst.  Swarm,     swarms, 

4  4  3 

Rmd,  rmdst.  Swarm'd,  swarm'dst:  arm'd, 


Rn,     rnz,    rnst.    Learn,       learns, 

3  3 

Rnd,    rndst.  Learn'd,    learn  dst : 


swarmst :  arm,  &c. 

3 

arm'dst,  &c. 

3  3 

learnst :     earn,  <fcc. 

3  3 

earn'd,      earn'dst. 


LESSON    LXVI. 


4.  Ar-raign'-ed,  charged  with  fault. 
Es-tab'-lish-ed,  fixed,  founded. 

5.  Mur'-mur-ed,    complained,   grum- 

bled, [ent  to  God. 

Blas'-phe-mous,  impiously  irrever- 

6.  Mon'-strous,  very  much  deformed, 

out  of  shape. 


8.  In-ex'-o-ra-ble,  unyielding. 
12.  Gro'-ping,   feeling   one's  way  in 

the  dark. 

14.  Swelt'-er-ing,  fainting  with  heat. 

Trop'-ic-al,    within    the    tropics 

where  it  is  very  hot.      [noisily. 

Clamp'-ing,  stepping  heavily  and 


THE    WORLD    OF    CHANCE. 

Remark.  —  Be  careful  always  to  read  in  such  a  way  that  you 
may  be  distinctly  heard.  This  will  depend  more  upon  the  distinctness 
with  which  you  articulate  the  words,  than  upon  the  force  and  loud- 
ness of  your  voice. 


©- 


-3 


198  mcguffey's  third  reader 


Pronounce  correctly.  —  No-where,  not  no-er:  fol-low'd,  not  fal- 
len!: po-ta-toes,  not  po-ta-ters :  al-ways,  not  al-uz:  el-e-phants,  not  el-e- 
phunce. 

1.  At  the  foot  of  a  noble  mountain  in  Asia,  stood  a  beau- 
tiful cottage.  Around  it  were  walks,  and  shades,  and  fruits, 
such  as  were  nowhere  else  to  be  found.  The  sun  shone  upon 
no  spot  more  beautiful  or  luxuriant.  It  was  the  home  of 
Hafed,  the  aged  and  prosperous.  He  reared  the  cottage  ;  he 
adorned  the  spot ;  and  here  for  more  than  four  score  years,  he 
had  lived  and  studied. 

2.  During  all  this  time,  the  sun  had  never  forgotten  to  visit 
him  daily ;  the  harvest  had  never  failed,  the  pestilence  had 
never  destroyed,  and  the  mountain  stream  had  never  dried  up. 
The  wife  of  his  youth  still  lived  to  cheer  him ;  and  his  son 
and  daughter  were  such  as  were  not  to  be  found  in  all  that 
province. 

3.  But  who  can  insure  earthly  happiness  ?  In  one  short 
week,  Hafed  was  stripped  of  all  his  joys.  His  wife  took 
cold,  and  a  quick  fever  followed ;  and  Hafed  saw  that  she 
must  die.  His  son  and  daughter  both  returned  from  the  burial 
of  their  mother,  fatigued  and  sick.  The  nurse  gave  them,  as 
she  thought,  a  simple  medicine.  In  a  few  hours,  it  was  found 
to  be  poison.  Hafed  saw  that  they  must  die  ;  for  the  laws  of 
nature  are  fixed,  and  poison  kills. 

4.  He  buried  them  in  one  wide,  deep  grave,  and  it  seemed 
as  if  in  that  grave  he  buried  his  reason  and  religion.  He  tore 
his  gray  hair ;  he  cursed  the  light  of  day,  and  wished  the  moon 
turned  into  blood.  He  arraigned  the  wisdom  of  God  in  his 
government  over  this  world,  declaring  that  the  laws  which  he 
had  established  were  all  wrong,  useless,  and  worse  than  none. 
He  wished  the  world  were  governed  by  chance,  or  at  least, 
that  at  his  death  he  might  go  to  a  world  where  there  was  no 
God  to  fix  unalterable  laws. 

5.  In  the  center  of  Hafed's  garden  stood  a  beautiful  palm- 
tree.  Under  this  Hafed  was  sitting,  the  second  evening  after 
he  had  closed  the  grave  over  his  children.  Before  him  lay 
the  beautiful  country,  and  above  him  the  glorious  heavens, 
and  the  bright  moon  just  pushing  up  her  modest  face.  But 
Hafed  looked  upon  all  this,  and  grief  swelled  in  his  throat;  his 
tongue  murmured ;  his  heart  was  full  of  blasphemous  thoughts 
of  God. 

6.  As  the  night  deepened,  Hafed,  as  he  thought,  fell  asleep 


®r 


©■ ■ <3> 

OF   THE   ECLECTIC   SERIES.  199  I 

with  a  heavy  heart.  When  he  supposed  he  awoke,  it  was  in  j 
a  new  spot.  All  around  him  was  new.  As  he  stood  wonder- 
ing where  he  was,  he  saw  a  creature  approach  him,  which 
appeared  like  a  baboon,  but  on  its  coming  nearer  he  saw  that 
it  was  a  creature  somewhat  resembling  a  man,  but  every  way 
ill-shaped  and  monstrous. 

7.  He  came  up  and  walked  around  Hafed,  as  if  he  were  a 
superior  being,  exclaiming,  "  beautiful,  beautiful  creature." 
"  Shame,  shame  on  thee ! "  said  Hafed,  "  dost,  thou  treat  a 
stranger  thus  with  insults  ?  Leave  off  thy  jests  and  tell  me 
where  I  am,  and  how  I  came  here  ! "  "I  do  not  know  how 
you  came  here,  but  here  you  are,  in  our  world,  which  we  call 
chance-world,  because  every  thing  happens  here  by  chance." 

8.  "  Ah  !  is  it  so  ?  This  must  be  delightful !  This  is  just 
the  world  for  me.  Oh  !  had  I  always  lived  here,  my  beautiful 
children  would  not  have  died  under  a  foolish  and  inexorable 
law  !  Come,  show  me  this  world,  for  I  long  .to  see  it.  But 
have  ye  really  no  God,  nor  any  one  to  make  laws  and  govern 
you  as  he  sees  fit?  " 

9.  "  I  don't  know  what  you  mean  by  God;  we  ha\re  noth- 
ing of  that  kind  here  ;  nothing  but  chance  ;  but  go  with  me, 
and  you  will  understand  all  about  it."  As  they  proceeded, 
Hafed  noticed  that  every  thing  looked  queer  and  odd.  Some 
of  the  grass  was  green,  some  red,  some  white,  some  new,  and 
some  dying ;  some  grew  with  the  top  downward ;  all  kinds 
were  mingled  together ;  and  on  the  whole,  the  sight  was 
very  painful. 

10.  He  stopped  to  examine  an  orchard;  here  chance  had 
been  at  work.  On  a  fine-looking  apple-tree,  he  saw  no  fruit 
but  large,  coarse  cucumbers.  A  small  peach-tree  was  break- 
ing down  under  its  load  of  gourds.  Some  of  the  trees  were 
growing  with  their  tops  downward,  and  the  roots  branching 
out  into  the  air.  Here  and  there  were  great  holes  dug,  by 
which  somebody  had  tried  to  get  down  twenty  and  thirty  feet, 
in  order  to  get  the  fruit. 

11.  The  guide  told  Hafed  that  there  was  no  certainty  about 
these  trees,  and  that  you  could  never  tell  what  fruit  a  tree 
would  happen  to  bear.  The  tree  which  this  year  bears 
cucumbers,  mav  bear  potatoes  next  year,  and  perhaps  you 
would  have  to  dig  twenty  feet  for  every  potato  you  obtained. 

12.  They  soon  met  another  of  the  "  chance  men."  His 
legs  were  very  unequal  in  length ;   one  had  no  knee,  and  the 


6- 


MCGUFFEYS   THIRD   READER 


other,  no  ankle.     His  ears  were  set  upon  his  shoulders,  and 
]  around    his    head   was    a    thick,    black    bandage.     He    came 
groping  his  way,  and  Hafed  asked  him  how  long  since  he  had 
lost  his  sight. 

13.  "I  have  not  lost  it,"  said  he,  "but  when  I  was  born, 
my  eyeballs  happened  to  turn  in  instead  of  out,  and  the  back 
parts  being  outward,  are  very  painful  in  the  light,  and  so  I  put 
on  a  covering.  Yet  I  am  as  well  off  as  others.  My  brother 
has  one  good  eye  on  the  top  of  his  head,  but  it  looks  directly 
upward,  and  the  sun  almost  puts  it  out." 

14.  They  stopped  to  look  at  some  "chance  cattle"  in  a 
yard.  Some  had  but  three  legs ;  some  had  the  head  on  the 
wrong  part  of  the  body  ;  some  were  covered  widi  wool,  under 

!  which  they  were  sweltering  in  a  climate  always  tropical. 
1  Some  were  half  horse  and  half  ox.  Cows  had  young  camels 
following  them  instead  of  calves.  Young  elephants  were 
j  there  with  flocks  of  sheep ;  horses  with  claws  like  a  lion,  and 
]  geese  clamping  round  the  yard  with  hoofs  like  horses.  It  was 
j  all  a  work  of  chance. 

{  15.  "  This,"  said  the  guide,  "  is  a  choice  collection  of  catde. 
|  You  never  saw  the  like  before."  "That  is  true,  truth  itself," 
|  cried  Hafed.  "  Ah !  but  the  owner  has  been  at  great  pains 
j  and  expense,  to  collect  them.  I  don't  believe  there  is  an- 
other such  collection  any  where  in  all  this  '  chance  world.'  " 
1  hope  not,"  said  Hafed. 


LESSON    LXVII. 


1 .  Prem'-is-es,  houses  or  land. 
5.  In-ex-press'-i-blo,  that  Gan  not  be 
uttered. 
I  7.  la-tcnse'-ly,  to  a  high,  degree. 


8.  Nau'-se-a-ting,  making  sick. 

9.  Quail,    to    become    dejected,   to 

shrink.  [rious. 

14.  Un-search'-a-ble,  hidden,  myste- 


THE    WORLD    OF    CHANCE.  — Continued. 

1.  Just  as  they  were  leaving  the  premises,  the  owner  came 
out  to  admire,  and  show,  and  talk  over  his  treasures.  He 
wanted  to  gaze  at.  Hafed ;  but  his  head  happened  to  be  near 
the  ground,  between  his  feet,  so  that  he  had  to  mount  upon  a 


® 


&-- — ■ — — — 

OF   THE   ECLECTIC   SERIES-  201 

I  wall,  before  he  could  get  a  fair  view  of  the  stranger.  "Do  n't 
think  I  am  a  happy  man,"  said  he,  "  in  having  .so  many  and 
such  perfect  animals.  Alas  !  even  in  this  perfect  and  happy 
I  world,  there  are  always  drawbacks.  That  fine-looking  cow 
|  yonder,  happens  to  give  nothing  but  warm  water,  instead  of 
\  "milk ;   and  her  calf,  poor  thing,  died  before  it  was  a  week  old. 

2.  "  Some  of  them  are  stone  blind,  some  can  not  live  in  the 
light,  and  few  of  them  can  hear.     No  two  of  them  eat  the  j 
same   food,  and  it  is  a  great  labor  to   take  care  of  them.     I  j 
sometimes  feel  as  if  I  would  almost  as  lief  be  a  poor  man." 
"I  think  I  should  rather,"  said  Hafed. 

3.  While  they  were  talking,  in  an  instant,  they  were  in 
midnight  darkness.  The  sun  was  gone,  and  Hafed  could  not 
for  some  time  see  his  guide.  "What  has  happened?"  said 
he.  "  Oh,  nothing  uncommon,"  said  the  guide.  "  The  sun 
happened  to  go  down  now.  There  is  no  regular  time  for  him 
to  shine  ;  but  he  goes  and  comes  just  as  it  happens,  and  leaves 
us  suddenly,  as  you  see." 

4.  "As  I  don't  see,"  said  Hafed;  "but  I  hope  he  will 
come  back  at  the  appointed  time,  at  any  rate."  "  That,  sir, 
will  be  just  as  it  happens.  Sometimes  he  is  gone  for  months, 
and  sometimes  for  weeks,  and  sometimes  only  for  a  few  min- 
utes. Just  as  it  happens.  We  may  not  see  him  again  for 
months,  but  perhaps  he  will  come  soon." 

5.  As  the  guide  was  proceeding,  to  the  inexpressible  joy  of 
all,  the  sun  at  once  broke  out.  The  light  was  so  sudden,  that 
Hafed  at  first  thought  he  must  be  struck  with  lightning,  and 
actually  put  his  hands  to  his  eyes  to  see  if  they  were  safe. 
He  then  clapped  his  hands  to  his  eyes,  till  he  could  gradually 
bear  the  light.  There  was  a  splendor  about  the  sun  which  he 
had  never  before  seen ;  and  it  was  intolerably  hot.  The  air 
seemed  like  a  furnace. 

6.  "  Ah,"  said  the  owner  of  the  cattle,  "  we  must  now 
scorch  for  it.  My  poor  wool  ox  must  die  at  once !  Bad 
luck,  bad  luck  to  us !  The  sun  has  come  back  nearer  than 
he  was  before.  But  we  hope  he  will  happen  to  go  away 
again  soon,  and  then  happen  to  come  back  further  off  the  next 
time." 

7.  The  sun  was  now  pouring  down  his  heat  so  intensely, 
that  they  were  glad  to  go  into  the  house  for  shelter ;  a  miser- 
able looking  place  indeed.  Hafed  could  not  but  compare  it 
with  his  own  beautiful  cottage.  Some  timbers  were  rotten  ; 
for  the  tree  was  not,  as  it  happened,  the  same  in  all  its  parte. 

0 . — — — — 1 —4> 


& 


■  ■  ( 

202  moquffey's  third  reader 


Some  of  the  boards  happened  to  be  like  paper,  and  the  nails 
tore  out,  and  these  were  loose  and  coming  off. 

8.  They  invited  Hafed  to  eat.  On  sitting  down  at  the  table, 
he  noticed  that  each  one  had  a  different  kind  of  food,  and  that 
no  two  could  eat  out  of  the  same  dish.  He  was  told  that  it 
so  happened,  that  the  food  which  one  could  eat,  was  poison  to 
another,  and  what  was  agreeable  to  one,  was  nauseating  to 
another. 

9.  "I  suppose  that  to  be  coffee,"  said  Hafed,  "and  I  will 
thank  you  for  a  cup."  It  was  handed  him.  He  had  been 
troubled  with  the  tooth-ache  for  some  hours,  and  how  did  he 
quail,  when,  on  filling  his  mouth,  he  found  it  was  ice,  in  little 
pieces  about  as  large  as  pigeon-shot ! 

10.  "Do  you  call  ice-water,  coffee,  here?"  said  Hafed, 
pressing  his  hand  upon  his  cheek,  while  his  tooth  was  dancing 
with  pain.  "  That  is  just  as  it  happens.  We  put  water  over 
the  fire,  and  sometimes  it  heats  it,  and  sometimes  it  freezes  it. 
It  is  all  chance-work." 

11.  Hafed  rose  from  the  table  in  anguish  of  spirit.  He 
remembered  the  world  where  he  had  lived,  and  all  that  was 
past.  He  had  desired  to  live  in  a  world  where  there  was  no 
God,  where  all  was  governed  by  chance.  Here  he  was,  and 
here  he  must  live. 

12.  He  threw  himself  on  a  bed,  and  recalled  the  past;  the 
beautiful  world  where  he  had  once  lived ;  his  ingratitude ;  his 
murmurings  against  the  wisdom  and  goodness  of  God.  He 
wept  like  infancy.  He  would  have  prayed,  and  even  began  a 
prayer ;  but  then  he  recollected  that  there  was  no  God  here ; 
nothing  to  direct  events  ;  nothing  but  chance.  He  shed  many 
and  bitter  tears  of  repentance.     At  last  he  wept  himself  asleep. 

13.  When  Hafed  again  awoke,  he  was  sitting  under  his 
palm-tree,  in  his  own  beautiful  garden.  It  was  morning.  At 
the  appointed  moment,  the  glorious  sun  rose  up  in  the  east ; 
the  fields  were  all  green  and  fresh  ;  the  trees  were  all  right  end 
upward,  and  covered  with  blossoms ;  and  the  songsters  were 
uttering  their  morning  songs. 

14.  Hafed  arose,  recalled  that  ugly  dream,  and  then  wept 
for  joy.  Was  he  again  in  a  world  where  chance  does  not 
reign  ?  He  looked  up,  and  then  turned  to  the  God  of  heaven, 
the  God  of  laws  and  of  order,  and  gave  him  the  glory,  and 
confessed  that  his  ways,  to  us  unsearchable,  are  full  of  wisdom. 
He  was  a  new  man  ever  afterward ;  nothing  gave  him  greater 
cause  of  gratitude,  as  he  daily  knelt  in  prayer,  than  the  fact, 

£ _ _ § 


OF   THE    ECLECTIC    SERIES. 


203 


that  he  lived  in  a  woi'ld  where  God  ruled ;  and  ruled  by  laws, 
fixed,  wise,  and  merciful. 

Todd. 


Questions.  —  Do  we  live  in  a  " chance-world,"  or  in  a  world  of 
laws  ?  What  do  you  understand  by  a  chance-world  1  What,  by  one 
governed  by  laws  ?  Who  has  established  the  laws  under  which  we 
live  ?  If  we  break  the  laws  of  the  natural  world,  what  is  the  conse- 
quence ?  What  do  the  laws  of  the  natural  world  prove  with  regard  to 
their  Author  ?  Is  not  our  moral  character,  also,  under  the  government 
of  laws  ?  What  is  the  great  rule  of  our  conduct,  or  "  golden  rule,''  as 
it  is  called  ?  If  we  break  this,  do  we  not  necessarily  suffer  ?  How, 
then,  can  we  be  perfectly  happy  ?  If  we  do  wrong,  and  sow  the  seeds 
of  vice,  can  we  expect  to  reap  the  rewards  of  virtue  ? 


ARTICULATION. 

3  3  3  1  1 

Rt,     rts,  rtst.     Flirt,      flirts,  flirtst :  court,       courts,  &c. 

3  3  3  3  3 

Rch,  rchd.  Perch,    perch'd:     starch,  starch'd :  parch,  &c. 


LESSON   LXVIII. 


1.  Ac-cus'-tom-ed,  habituated,  used 
Ar-rang'-ed,  set  in  order.  [to. 
Ap-prox'-i-ma-ting,  approaching. 

2.  Des-ti-na'-tion,  place  to  be  reached. 
Un-de'-vi-a-ting,  not  mistaking. 
Un-wea'-ri-ed,  not  tired. 

3.  Bar'-ri-er,  any  thing  which  hin- 

ders approach. 


7.  Plash'-y,   watery,  having  many 

puddles. 
Cha'-fed,  made  rough  by  rubbing. 

8.  Il-lim'-it-a-ble,  without  limit  or 

end.  [or  space. 

11.  A-byss',  an  immeasurable  depth 

12.  Zone,  a  division  of  the  earth  ac- 

cording to  the  heat  or  cold. 


THE    WILD    GOOSE. 

Articulate  clearly.  —  TJ-su-al-ly,  not  u-shal-ly:  gen-er-al-ly,  not 
gen-r' al-ly :  go-ing,  not  go-in:  sup-pos'd,  not  s'pos'd:  coast,  not  coace: 
il-lim-it-a-ble,  not  il-lim't-ble. 

1.  On  the  approach  of  spring,  we  are  accustomed  to  see 
flocks  of  these  birds,  high  in  the  air,  arranged  in  a  straight 


0- 


504 


MCGUFFEY  S    THIRD    READER 


line,  or  in  two  lines  approximating  to  a  point.  In  both  cases, 
they  are  led  by  an  old  gander,  who,  every  now  and  then,  pipes 
forth*  his  well  known  "  honk,"  as  if  to  ask  how  they  all  come 
on  ;  and  the  "  honk,"  of  "  all's  well,"  is  returned  by  some  of 
the  party.  They  continue  their  flight,  day  and  night,  usually 
in  a  straight  line. 


2.  It  is  generally  supposed,  that  these  flocks  of  wild  geese 
are  going  to  the  northern  lakes.  But  the  people  there  are  as 
ignorant  as  we  are,  of  their  destination.  In  the  region  of  the 
lakes  they  are  still  seen,  pursuing  their  northern  journey,  with 
undeviating  instinct  and  unwearied  wing. 

3.  They  have  been  seen  as  far  north  as  eighty  degrees  of 
latitude,  and  it  is  probable  that  beyond  the  arctic  circle,  and 
perhaps  under  the  very  pole,  amid  the  desolation  of  those 
northern  regions,  shut  out  from  the  eye  of  man  by  everlasting 
barriers  of  ice,  they  find  sufficient  food,  and  a  secure  and 
pleasant  retreat. 

4.  On  their  return,  vast  numbers  of  the  geese  are  killed  by 
the  sportsmen,  in  the  northern,  western,  and  southern  waters. 
The  wounded  ones  are  often  tamed,  and  readily  pair  with  the 
common  gray  goose.  It  is  supposed,  that  to  one  of  these 
birds  are  addressed  the  following  beautiful  lines  "  To  a  water 
fowl,"  written  by  Mr.  Bryant. 


® 


-@ 


OF   THE  ECLECTIC    SERIES.  205 

5.  Whither,  'mid  falling  dew, 

While  glow  the  heavens  with  the  last  steps  of  day, 
Far,  through  the  rosy  depths,  dost  thou  pursue 
Thy  solitary  way  ? 

6.  Vainly  the  fowler's  eye 

Might  mark  thy  distant  flight  to  do  thee  wrong, 
As,  darkly  painted  on  the  crimson  sky, 
Thy  figure  floats  along. 

7.  .    Seek  'st  thou  the  plashy  brink 
Of  weedy  lake,  or  marge  of  river  wide, 
Or  where  the  rocky  billows  rise  and  sink 

On  the  chafed  ocean's  side  ? 

8.  There  is  a  power  whose  care 
Teaches  thy  way  along  that  pathless  coast, 
The  desert  and  illimitable  air, 

Lone  Wandering,  but  not  lost. 

9.  All  day,  thy  wings  have  fanned, 
At  that  far  hight,  the  cold,  thin  atmosphere ; 
Yet  stoop  not,  weary,  to  the  welcome  land, 

Though  the  dark  night  is  near. 

10.  And  soon  that  toil  shall  end, 

Soon  shalt  thou  find  a  summer  home,  and  rest, 
And  scream  among  thy  fellows ;    reeds  shall  bend, 
Soon  o  'er  thy  sheltered  nest. 

11.  Thou 'rt  gone;    the  abyss  of  heaven 
Hath  swallowed  up  thy  form ;    yet,  on  my  heart, 
Deeply  has  sunk  the  lesson  thou  hast  given, 

And  shall  not  soon  depart. 

12.  He,  who,  from  zone  to  zone, 

Guides  through  the  boundless  sky  thy  certain  flight, 
In  the  long  way  that  I  must  tread  alone, 
Will  lead  my  steps  aright. 

13  o  o  k    of    Animals. 


-o 


Questions.  —  In  ■what  manner  do  the  wild  geese  fly?  At  what  j 
season  do  we  generally  see  them  ?  What  do  you  understand  by  the  j 
word  "honk,"  as  used  in  the  lesson  ?     Where  do  the  geese  probably 


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206 


mcguffey's  third  reader 


go  ?  Who  takes  care  of  them,  and  guides  them  ?  What  is  that  kind 
of  knowledge  called,  which  animals  possess  ?  What  instruction  may 
we  derive  from  the  fact,  that  God  takes  care  of  animals. 

In  the  last  sentence,  to  what  is  he  nominative  ? 


LESSON    LXIX. 


2.  Dis-tinc'-tion,   a  point   of  differ- 

ence. 
Wig'-wam,  an  Indian  hut. 

3.  Bur'-rows,     holes    in    the    earth 

where  animals  lodge. 

4.  Dis-cus'-sion,  arguing  a  point. 


Com-mu'-ni-ty,  a  society  or  collec- 
tion of  individuals. 
Arch'-i-tects,    those    who    under- 
stand building. 
5.  Me-dic'-in-al,  healing. 
8.  Rec'-ti-fi-ed,  corrected. 


DIFFERENCE    BETWEEN    MAN   AND    THE    INFERIOR 
ANIMALS. 

Remark.  —  Recollect,  always,  that  you  have  it  in  your  power  to 
become  a  good  reader,  by  attention,  study,  and  practice. 

Articulate  distinctly.  —  Dif-fer-ence,  not  dif-f'rence:  in-struct, 
not  in-struc:  pro-vi-diug,  not  pro-vi-d'n:  ir-reg-u-lar,  not  ir-reg'lar:  fac- 
ul-ty,  wot  fae'l-ty. 

1.  The  chief  difference  between  man  and  the  other  animals, 
consists  in  this,  that  the  former  has  reason,  whereas  the  latter 
have  only  instinct ;  but,  in  order  to  understand  what  we  mean 
by  the  terms  reason  and  instinct,  it  will  be  necessary  to  men- 
tion three  things,  in  "which  the  difference  very  distinctly 
appears. 

2.  Let  us,Jirst,  to  bring  the  parties  as  nearly  on  a  level  as 
possible,  consider  man  in  a  savage  state,  wholly  occupied,  like 
the  beasts  of  the  field,  in  providing  for  the  wants  of  his  animal 
nature ;  and  here,  the  first  distinction  thai  appears  between 
them,  is,  the  use  of  implements.  When  the  savage  provides 
himself  with  a  hut,  or  a  wigwam,  for  shelter,  or  that  he  may 
store  up  his  provisions,  he  does  no  more  than  is  done  by  the 
rabbit,  the  beaver,  the  bee,  and  birds  of  every  species. 

3.  But  the  man  can  not  make  any  progress  in  this  work 
without  tools  ;  he  must  provide  himself  with  an  ax  even  before 


. _ — _ _ — — , — ___ $ 

OF   THE   ECLECTIC    SERIES.  207 

he  can  cut  down  a  tree  for  its  timber;  whereas  these  animals 
form  their  burrows,  their  cells,  or  their  nests,  with  no  other 
tools  than  those  with  which  nature  has  provided  them.  In 
cultivating  the  ground,  also,  man  can  do  nothing  without  a 
spade  or  a  plow  ;  nor  can  he  reap  what  he  has  sown,  till  he 
has  shaped  an  implement  with  which  to  cut  down  his  harvest. 
But  the  inferior  animals  provide  for  themselves  and  their 
young  without  any  of  these  things. 

4.  Now  for  the  second  distinction.  Man,  in  all  his  opera- 
tions, makes  mistakes;  animals  make  none.  Did  you  ever 
hear  of  such  a  thing  as  a  bird  sitting  on  a  twig,  lamenting  over 
her  half-fmished.nest,  and  puzzling  her  little  poll  to  know  how 
to  complete  it  ?  Or  did  you  ever  see  the  cells  of  a  bee-hive 
in  clumsy,  irregular  shapes,  or  observe  any  thing  like  a  dis- 
cussion in  the  little  community,  as  if  there  was  a  difference  of 
opinion  among  the  architects  ? 

5.  The  lower  animals  are  even  better  physicians  than  we 
are ;  for  when  they  are  ill,  they  will,  many  of  them,  seek  out 
some  particular  herb  which  they  d6  not  use  as  food,  and 
which  possesses  a  medicinal  quality  exactly  suited  to  the  com- 
plaint ;  whereas,  the  whole  college  of  physicians  will  dispute 
for  a  century,  about  the  virtues  of  a  single  drug. 

6.  Man  undertakes  nothing  in  which  he  is  not  more  or  less 
puzzled ;  and  must  try  numberless  experiments,  before  he  can 
bring  his  undertakings  to  any  thing  like  perfection ;  even  the 
simplest  operations  of  domestic  life  are  not  well  performed 
without  some  experience ;  and  the  term  of  man's  life  is  half 
wasted,  before  he  has  done  with  his  mistakes,  and  begins  to 
profit  by  his  lessons. 

7.  The  third  distinction  is,  that  animals  make  no  improve- 
ments ;  while  the  knowledge,  and  skill,  and  the  success  of  man 
are  perpetually  on  the  increase.  Animals,  in  all  their  opera- 
tions, follow  the  first  impulse  of  nature,  or  that  instinct  which 
God  has  implanted  in  them.  In  all  they  do  undertake,  there- 
fore, their  works  are  more  perfect  and  regular  than  those  of 
man. 

8.  But  man,  having  been  endowed  with  the  faculty  of  think- 
ing or  reasoning  about  what  he  does,  is  enabled,  by  patience 
and  industry,  to  correct  the  mistakes  into  which  he  at  first 
falls,  and  to  go  on  constantly  improving.  A  bird's  nest  is, 
indeed,  a  perfect  structure ;  yet  the  nest  of  a  swallow  of  the 
nineteenth  century,  is  not  at  all  more  commodious  or  elegant 
than   those  that  were  built  amid  the  rafters  of  Noah's  ark 


&- 


I 


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208 


McGUFFEY  S    THIRD   READER 


But  if  we  compare  the  wigwam  of  the  savage  with  the  temples 
and  palaces  of  ancient  Greece  and  Rome,  we  then  shall  see  to 
what  man's  mistakes,  rectified  and  improved  upon,  conduct 
him. 

Jane    Taylor. 


Questions. — What  is  the  subject  of  this  lesson?  "What  three 
things  form  the  distinction  between  man  and  animals  ?  What  is  in- 
stinct ?  What  is  the  difference  between  instinct  and  reason  ?  Is  man 
an  animal  ?  Is  man  superior  to  all  other  animals?  In  what  does  the 
superiority  consist  ?    What  does  this  enable  man  to  do  ? 


ARTICULATION". 

2                   2                      2  2  2 

Sk,  sks,  skt.     Frisk,  frisks,    frisk'd :  whisk,    whisks,  &c. 

3                    3                        3  3  3 

Sp,  sps,  spt.     Grasp,  grasps,  grasp'd:  clasp,      clasps,  &c. 

i  i               i  ii 

St,    sts.              Feast,  feasts :   boast,  boasts :  toast,  &c. 


LESSON  LXX. 


1.  Mut'-ter-ing,  murmuring,  rum- 
bling, [perceiving. 
3.  Un-con'-scious,  not  knowing,  not 
5.  Clus'-ter,  a  bunch.  [faults. 
7.  Mon'-i-tor,     one    who    warns    of 


Theme,  subject.  [sion. 

Or'-a-cle,  a  wise  sentence  or  deci- 
9.  Flit'-ting,  moving  about  in  a  live- 
ly manner. 
Vest'-ure,  clothing,  covering. 


THE    WINTER    KING. 

Rkmark.' — In  this  lesson,  there  is  a  pause  at  the  end  of  every 
line.  In  pieces  where  this  is  not  the  case,  however,  beware  of  attempt- 
ing to  make  the  rhymes  jingle  by  improper  stops. 

Pronounce  correctly.  —  Wan-der'd,  not  wan-dud:  vest-ure,  not 
ves-ter,  nor  ves-tshure:  del-i-cate,  not  del-i-kit. 

1.  On!    what  will  become  of  thee,  poor  little  bird? 
The  muttering  storm  in  the  distance  is  heard ; 


-® 


@4~ — -0 

OF   THE   ECLECTIC    SERIES.  209 

The  rough  winds  are  waking,  the  clouds  growing  black, 
They  '11  soon  scatter  snow-flakes  all  over  thy  back ! 
From  what  sunny  clime  hast  thou  wandered  away  ? 
And  what  art  thou  doing  this  cold  winter  day? 

2.  "  I  'm  picking  the  gum  from  the  old  peach-tree ; 
The  storm  doesn't  trouble  me.     Pee,  dee,  dee." 

3.  But  what  makes  thee  seem  so  unconscious  of  care  ? 
The  brown  earth  is  frozen,  the  branches  are  bare : 
And  how  canst  thou  be  so  light-hearted  and  free, 
As  if  danger  and  suffering  thou  never  should'st  see, 
When  no  place  is  near  for  thy  evening  nest, 

No  leaf  for  thy  screen,  for  thy  bosom  no  rest  ? 

4.  "  Because  the  same  hand  is  a  shelter  for  me, 
That  took  off  the  summer  leaves.     Pee,  dee,  dee." 

5.  But  man  feels  a  burden  of  care  and  of  grief, 
While  plucking  the  cluster  and  binding  the  sheaf. 

In  the  summer  we  faint,  in  the  winter  we're  chilled, 
With  ever  a  void  that  is  yet  to  be  filled. 
We  take  from  the  ocean,  the  earth,  and  the  air, 
Yet  all  their  rich  gifts  do  not  silence  our  care. 

6.  "  A  very  small  portion  sufficient  will  be, 

If  sweetened  with  gratitude.     Pee,  dee,  dee." 

7.  I  thank  thee,  bright  monitor ;    what  thou  hast  taught, 
Will  oft  be  the  theme  of  the  happiest  thought ; 

We  look  at  the  clouds;    while  the  birds  have  an  eye 
To  Him  who  reigns  over  them,  changeless  and  high. 
And  now,  little  hero,  just  tell  me  thy  name, 
That  I  may  be  sure  whence  my  oracle  came. 

8.  "  Because,  in  all  weather,  I  'm  merry  and  free, 
They  call  me  the  Winter  King.     Pee,  dee,  dee." 

9.  But  soon  there  '11  be  ice  weighing  down  the  light  bough, 
On  which  thou  art  flitting  so  playfully  now ; 

And  though  there 's  a  vesture  well  fitted  and  warm, 
Protecting  the  rest  of  thy  delicate  form, 
What,  then,  wilt  thou  do  with  thy  little  bare  feet, 
To  save  them  from  pain,  'mid  the  frost  and  the  sleet? 

10.  •'  I  can  draw  them  right  up  in  my  feathers,  you  see, 
To  warm  them  and  fly  away.     Pee,  dee,  dee." 

Miss    Gould. 
- . _.  1 8 __ __ __ _^ 


<> 


210 


McQCTFJTEY  8    THIRD    READER 


Questions.  —  What  bird  is  called  the  "  Winter  King  ?  "  What 
are  the  words  "  Pee,  dee,  dee,"  intended  to  imitate?  What  instruction 
may  be  derived  from  this  lesson  ? 


LESSON    JLIXI. 


1.  An'-nals,  a  species  of  history. 
El'-o-quence,  the  power  of  speak- 
ing well. 

4.  Can'-o-py,  a  covering  over  head. 

5.  As-si-du'-i-ty,    closo    application, 

diligence. 


Gran'-a-ries,  corn-houses. 

6.  Pro-pens'-i-ties,    bent  of   mind, 

inclination. 

7.  Lav'-ish,  profuse,  wasteful. 

10.  Su-per-flu'-i-ties,    something  be- 
yond what  is  wanted. 


THE  GENEROUS  RUSSIAN  PEASANT. 

Remark.  —  If  you  meet  with  difficult  words,  or  foreign  names,  do 
not  hasten  over  them,  but  read  them  distinctly. 

Articulate  clearly. — Cel-e-brate,  not  cel'brate:  flat-ter-y,  not 
Jlat-t'nj:  mis-er-ies,  not  mis 'ries:  pon-der-ing,  not pon-d'rin:  gen-er-al, 
not  gen'ral:  ca-lam-i-ty,  not  c'lam'ty:  gran-a-ries,  not  gran'ries.  See 
Exercises  on  E,  I,  and  A,  page  16. 

1.  Let  Virgil  sing  the  praises  of  Augustus,  genius  celebrate 
merit,  and  flattery  extol  the  talents  of  the  great.  The  short 
and  simple  "  annals  of  the  poor  "  engross  my  pen  ;  and  while 
I  record  the  history  of  Flor  Silin's  virtues,  though  I  speak  of 
a  poor  peasant,  I  shall  describe  a  noble  man.  I  ask  no  elo- 
quence to  assist  me  in  the  task;  modest  worth  rejects  the  aid 
of  ornament  to  set  it  off. 

2.  It  is  impossible,  even  at  this  distant  period,  to  reflect, 
without  horror,  on  the  miseries  of  that  year,  known  in  Lower 
Wolga  by  the  name  of  the  '■'■famine  year.''''  I  remember  the 
summer,  whose  scorching  heats  had  dried  up  all  the  fields, 
and  the  drought  had  no  relief  but  from  the  tears  of  the  ruined 
farmer. 

3.  I  remember  the  cold,  comfortless  autumn,  and  the  de- 
spairing rustics,  crowding  round  their  empty  farms  with  folded 
arms,  and  sorrowful  countenances,  pondering  on  their  misery, 
instead  of  rejoicing,  as  usual,  at  the  golden  harvest;  I  remem- 
ber the  winter  which  succeeded,  and  I  reflect,  with  agony,  on 

^_. — 3 


0 , @ 

OF    THE    ECLECTIC    SERIES.  211 

the  miseries  it  brought  with  it ;  whole  families  left  their  homes, 
to  become  beggars  on  the  highway. 

4.  At  night,  the  canopy  of  heaven  served  them  as  their  only 
shelter  from  the  piercing  winds  and  bitter  frost ;  to  describe 
these  scenes,  would  be  to  harm  the  feelings  of  my  readers ; 
therefore  to  my  tale.  In  those  days  I  lived  on  an  estate  not 
far  from  Simbirsk ;  and  though  but  a  child,  I  have  not 
forgotten  the  impression  made  on  my  mind  by  the  general 
calamity. 

5.  In  a  village  adjoining,  lived  Flor  Silin,  a  poor,  laboring 
peasant :  a  man  remarkable  for  his  assiduity,  and-  the  skill  and 
judgment  with  which  he  cultivated  his  lands.  He  was  blessed 
with  abundant  crops ;  and  his  means  being  larger  .than  his 
wants,  his  granaries,  even  at  this  time,  were  full  of  corn.  The 
dry  year  coming  on,  had  beggared  all  the  village,  except  him- 
self. Here  was  an  opportunity  to  grow  rich.  Mark,  how 
Flor  Silin  acted.  Having  called  the  poorest  of  his  neighbors 
about  him,  he  addressed  them  in  the  following  manner : 

6.  "  My  friends,  you  Avant  corn  for  your  subsistence  ;  God 
has  blessed  me  with  abundance ;  assist  in  thrashing  out  a 
quantity,  and  each  of  you  take  what  he  wants  for  his  family." 
The  peasants  were  amazed  at  this  unexampled  generosity ; 
for  sordid  propensities  exist  in  the  village,  as  well  as  in  the 
populous  city. 

7.  The  fame  of  Flor  Silin's  benevolence  having  reached 
other  villages,  the  famished  inhabitants  presented  themselves 
before  him,  and  begged  for  corn.  This  good  creature  received 
them  as  brothers ;  and,  while  his  store  remained,  afforded  all 
relief.  At  length,  his  wife,  seeing  no  end  to  the  generosity  of 
his  noble  spirit,  reminded  him  how  necessary  it  would  be  to 
think  of  their  own  wants,  and  hold  his  lavish  hand,  before  it 
was  too  late.  "  It  is  written  in  the  scripture,"  said  he,  "  Give, 
and  it  shall  be  given  unto  you." 

8.  The  following  year,  Providence  listened  to  the  prayers 
of  the  poor,  and  the  harvest  was  abundant.  The  peasants 
who  had  been  saved  from  starving  by  Flor  Silin,  now  gathered 
around  him. 

0.  "  Behold,"  said  they,  "  the  corn  you  lent  us.  You  saved 
our  wives  and  children.  We  should  have  been  famished  but 
for  you  ;  may  God  reward  you  ;  he  only  can  ;  all  we  have  to 
give,  is  our  corn  and  grateful  thanks."  "  I  want  no  corn  at 
present,    my  good    neighbors,"    said    he;    "my  harvest    has 

©~ — : 


0- 


-0 


112 


MCGDFFEY  S   THIRD    READER 


exceeded  all  my  expectations ;  for  the  rest,  thank  Heaven ;  I 
have  been  but  an  humble  instrument." 

10.  They  urged  him  in  vain.  "No,"  said  he,  "I  shall 
not  accept  your  corn.  If  you  have  superfluities,  share  them 
among  your  poor  neighbors,  who,  being  unable  to  sow  their 
fields  last  autumn,  are  still  in  want ;  let  us  assist  them,  my 
dear  friends ;  the  Almighty  will  bless  us  for  it."  "  Yes," 
replied  the  grateful  peasants,  "  our  poor  neighbors  shall  have 
this  corn.  They  shall  know  that  it  is  to  you  that  they  owe 
this  timely  succor,  and  join  to  teach  their  children  the  debt  of 
gratitude,  due  to  your  benevolent  heart."  Silin  raised  his 
tearful  eyes  to  heaven.  An  angel  might  have  envied  him  his 
feelings. 

Kaeamsiit.    • 


Questions.  —  What  rank  in  society  did  Flor  Silin  hold  ?  What 
did  he  do,  during  the  famine,  to  his  poor  neighbors  ?  What  did  he 
direct  them  to  do  with  the  corn,  with  which  they  wished  to  repay 
him  ?    What  should  his  example  teach  us  ? 

In  the  last  sentence,  what  pronoun  is  there  in  the  possessive  case  ? 
For  what  noun  does  it  stand  ?    How  is  it  governed  ?    What  is  the 

rule  ? 


Tl,    tlz,    tlst. 
Tld,  tldst. 
Ts,   tst. 


ARTICULATION'. 

WhfttP,      whittl's,       whittl'st:  bottl',  &c. 

Whittl'd,    whftd'dst:    bottl'd,  bottl'dst. 

2  2  2  2 

Frets,         fretst:  sets,  setst. 


LESSON    LXXII. 


2.  Pledge,   something  given  as  evi- 

dence. 

3.  In'-cense,   the   perfume  made  by 

burning    spices,    and    used    in 
religious   worship.      It  is  here 


used    figuratively    for    respect, 
reverence.  [rides. 

4.  Ecof-fer,    one  who  mocks  or  de- 

5.  Re-tain',  to  keep  in  possession. 
Cling,  to  hold  fast  upon. 


•« 


-® 


OF   THE   ECLECTIC    SERIES.  213 


A    MOTHER'S    GIFT  — THE    BIBLE. 

Rem  abk. — In  readiag  these  lines,  a  very  slight  pause  may  be  made 
at  the  end  of  each  line,  though  there  be  no  printed  stop. 

Sound  each  letter.  —  Ear-li-est,  not  ear-li-es:  mem-o-iy,  not  mern'ry:  | 
must,  not  mus:  gift,  not  giff. 

1.  Remember,  love,  who  gave  thee  this, 

When  other  days  shall  come, 
When  she  who  had  thine  earliest  kiss 

Sleeps  in  her  narrow  home. 
Remember,  'twas  a  mother  gave 
The  gift  to  one  she  'd  die  to  save  I 

2.  That  mother  sought  a  pledge  of  love, 

The  holiest  for  her  son ; 
And  from  the  gifts  of  God  above, 

She  chose  a  goodly  one : 
She  chose  for  her  beloved  boy, 
The  source  of  light,  and  life,  and  joy ; 

3.  And  bade  him  keep  the  gift,  that  when 

The  parting  hour  should  come, 
They  might  have  hope  to  meet  again, 

In  an  eternal  home. 
She  said  his  faith  in  this  would  be 
Sweet  incense  to  her  memory. 

4.  And  should  the  scoffer  in  his  pride, 

Laugh  that  fond  faith  to  scorn, 
And  bid  him  cast  the  pledge  aside, 

That  he  from  youth  had  borne, 
She  bade  him  pause,  and  ask  his  breast 
If  she  or  he  had  loved  him  best. 

5.  A  parent 's  blessing  on  her  son 

Goes  with  this  holy  thing; 
The  love  that  would  retain  the  one, 

Must  to  the  other  cling. 
Remember  !    't  is  no  idle  toy  : 
A  mother's  gift !    remember,  boy  ! 

W.    Fergus  on. 


Questions.  —  What  did  the  mother  present  to  her  son  ?     Why 
did  she  select  this  as  a  gift  for  him  ?"    What  motive  did  she  present  to 


ft- 


®r 


-» 


214 


MfGUFFEY  S    THIRD   READER 


him  for  keeping  it  ?  From  what  source  did  she  suppose  there  would 
arise  danger  of  his  neglecting  it  ?  What  reflection  would  protect  him 
from  the  scoffer's  influence  ?     What  is  meant  by  the  "  scoffer  V 


LESSON    LXXIII. 


Con-ten'-tions,  angry  contests, 
quarrels.  [a  devil. 

Do-ino'-ni-ac,    one   possessed    by 

Gen-er-a'-tion,  a  race,  the  people 
of  the  same  period. 

De-baueh'-ed,  corrupted  in  morals. 

Ten'-e-ment3,  houses. 

In-her'-it-anee,  an  estate  received 
from  parents. 


TOUGH    NOT  — TASTE    NOT  — HANDLE    NOT. 

Remark.  —  When  there  are  poetical  quotations  in  prose  pieces, 
they  should  be  read  as  if  they  were  part  of  the  same  line,  unless  the 
sense  requires  a  pause. 

Pronounce  correctly.  —  Com-par-a-tive-ly,  not  cow-par-er-twe-ly : 
fre-queut,  not  fre-kwu at:  tem-per-ate-ly,  not  tem-per-it-ly:  scarce-ly,  not 
scvrce-ly:  ut-ter-ance,  not  ut-ter-unoe. 

1.  "  Wine  is  a  mocker,  and  strong  drink  is  raging.  Who 
hath  woe  ?  who  hath  sorrow  ?  who  hath  contentions  ?  who 
hath  babbling  ?  who  hath  wounds  without  a  cause  ?  who  hath 
redness  of  eyes?     They  that  tarry  long  at  the  wine." 

2.  How  often  do  men  meet  in  good  humor,  then  drink  to 
excess,  talk  nonsense,  fancy  themselves  insulted,  take  fire 
within,  rave,  threaten,  and  then  come  to  blows  ?  A  long  time 
ago,  Seneca  spoke  of  those  who  "  let  in  a  thief  at  the  mouth 
to  steal  away  the  brains."  In  such  a  case,  the  stupidity  of  a 
brute  is  often  united  with  the  fury  of  a  demoniac.  Nay,  the 
man  among  the  tombs  was  comparatively  harmless  ;  he  only 
injured  himself.  But  how  often  does  the  drunken  revel  end 
in  the  cry  of  murder  ! 


Des-o-la'-tion,  ruin,  destruction. 

Con-so-la'-tion,  comfort. 

Phi-lan'-thro-pist,  one  who  loves 
his  fellow  men. 

Ben-e-dic'-tion,  blessing. 

Pen-i-ten'-tia-ry,  a  house  where 
criminals  are  confined  to  labor. 

De-gen'-er-a-cy,  the  state  of  grow- 
ing worse. 


& 


-® 


OP   THE   ECLECTIC    SERIES.  215 

3.  How  often  does  the  hand  of  the  intoxicated  man,  lifted 
against  his  dearest  friend,  perhaps  the  wife  of  his  bosom, 

" In  one  rash  hour, 

Perform  a  deed  that  haunts  him  to  the  grave  !  " 

4.  Could  I  call  around  mp,  in  one  vast  assembly,  the  young 
men  of  this  nation,  I  would  say :  Hopes  of  my  country, 
blessed  be  ye  of  the  Lord,  now  in  the  dew  of  your  youth. 
But  look  well  to  your  footsteps ;  for  vipers,  and  scorpions, 
and  adders,  surround  your  way.  Look  at  the  generation  who 
have  just  preceded  you.  The  morning  of  their  life  was  cloud- 
less, and  it  dawned  as  brightly  as  your  own.  But  behold, 
now,  the  smitten,  enfeebled,  inflamed,  debauched,  idle,  poor, 
irreligious,  and  vicious,  with  halting  step,  dragging  onward  to 
meet  an  early  grave. 

5.  Their  bright  prospects  are  clouded,  and  their  sun  is  set, 
never  to  rise.  No  house  of  their  own  receives  them,  while 
from  poorer  to  poorer  tenements  they  descend,  as  improvidence 
dries  up  their  resources.  And,  now,  who  are  those  that  wait 
on  their  footsteps,  with  muffled  faces  and  sable  garments  ? 
That  is  a  father,  and  that  is  a  mother,  Whose  gray  hairs  are 
coming  with  sorrow  to  the  grave.  That  is  a  sister,  weeping 
over  evils  which  she  can  not  arrest ;  and  there  is  the  broken- 
hearted wife ;  and  these  are  the  children  —  hapless  innocents !  — 
for  whom  their  father  has  provided  no  inheritance,  save  one  of 
dishonor,  and  nakedness,  and  woe  ! 

6.  And  is  this,  beloved  youth,  the  history  of  your  course  ? 
In  this  scene  of  desolation,  do  you  see  the  image  of  your 
future  selves  1  Js  this  the  poverty,  and  the  disease,  which,  as 
an  armed  man,  shall  take  hold  on  you  ?  and  are  your  relatives 
and  friends  to  succeed  those  who  now  move  on,  in  this  mourn- 
ful procession,  weeping  as  they  go  ? 

7.  Yes,  bright  as  your  morning  now  opens,  and  high  as 
your  hopes  beat,  this  is  your  noon,  and  your  night,  unless 
you  shun  those  habits  of  intemperance  which  have  thus  early 
made  theirs  a  day  of  clouds  and  of  thick  darkness.  If  you 
frequent  places  of  evening  resort  for  social  drinking ;  if  you 
set  out  with  drinking,  daily,  a  little,  prudently,  temperately ;  it 
is  yourselves,  which,  as  in  a  glass,  you  behold. 

8.  "  One  of  the  greatest  consolations  afforded  to  my  mind 
by  the  success  of  the  temperance  cause,  is  the  reflection  that 
my  child  will  not  be  a  drunkard."  Such  was  the  language  of 
a  distinguished  philanthropist,  as  he  held  a  listening  assembly, 
chained  by  the  voice  of  his  eloquence. 


©■ 


© i o 

216  mcguffey's  third  reader 

9.  To  this  remark  the  heart  of  every  parent  assents ;  for 
that  the  progress  of  the  temperance  cause  will  be  so  great,  at 
the  period  when  the  child,  which  is  now  an  infant,  shall  come 
upon  the  theater  of  life,  as  to  render  all  use  of  ardent  spirit,  as 
a  drink,  disreputable,  can  scarcely  be  questioned. 

10.  If  any  father  or  mother  could  lift  the  vail  of  futurity, 
and  read  on  the  page  of  coming  years,  that  the  son  now  so 
loved,  so  idolized  perhaps,  would  become  a  bloated,  polluted 
and  polluting  creature,  reeling  under  the  influence  of  ardent 
spirit,  the  remainder  of  life  would  be  wretched.  To  such  a 
parent,  this  world  would  indeed  be  a  vale  of  tears ;  and  the 
silence  and  solitude  of  the  tomb  would  be  welcomed  as  the 
place  where  the  weary  might  be  at  rest. 

1 1 .  The  temperance  reform  does  in  fact  lift  the  vail  of  years, 
and  disclose  to  the  parents  of  the  present  generation,  their 
children  and  children's  children  freed  from  all  the  woes  and 
curses  of  drunkenness,  the  smile  of  gratitude  upon  their  coun- 
tenance, and  the  language  of  benediction  upon  their  lips. 

12.  "  My  child  will  not  be  a  drunkard ! "  Cheering  thought ! 
How  it  swells  the  heart  with  emotions  too  big  for  utterance ! 
What  an  animating  prospect  does  it  open  to  the  mind !  Alms- 
houses, and  jails,  and  penitentiaries,  and  state-prisons,  will 
then  stand  only  as  so  many  monuments  of  the  vices  of  an  age 
gone  by ;  and  the  evils  consequent  upon  the  use  of  ardent 
spirits  shall  exist  only  upon  the  historian's  page,  as  so  many 
records  of  the  former  degeneracy  and  the  errors  of  mankind. 

Lyman   Beecher. 


Questions.  —  Who  are  said  to  have  woe  and  sorrow  ?  How  does 
strong  drink  produce  such  alarming  and  distressing  effects?  Wiry  is 
it  so  dangerous  for  people  to  taste  strong  drink  ?  If  you  do  not  wish 
to  become  intemperate,  what  should  you  never  da  ?  How  do  parents 
feel  when  one  of  their  children  becomes  intemperate  ? 


ARTICULATION". 

5                       5                              6                        6  2 

Vz,  vst.        Moves,   mov'st:      shoves,   shov'st:  solves,  &c. 

2  2                                2                            2  2 

Zm,  zmz.     Prism,     prisms :     plasm,     plasms :  chrism,  &;c. 

3  2                           11  1 

Zn,   znz.      Pris'n,    pris'ns :     reas'n,     reas'ns :  seas'n,  &c. 

"— - ® 


OF   THE    ECLECTIC   SERIES. 


217 


~® 


LESSON   LXXIV. 


1.  Fes'-tal,  mirtliful,  joyous. 

Gar'-land-ed,  adorned  with  wreaths 
of  flowers. 

3.  De-vo'-ted,  solemnly  set  apart. 

4.  En-hanee',  increase. 

6.  Sun'-der-ed,  separated. 

7.  Ma'-ni-ac,  raving  with  madness. 
Glim'-mer-ings,  faint  view. 


8.  Ro'-se-ate,  blooming,  rosy. 

11.  Fel'-on,  a  public  criminal. 

12.  En-ti'-cing,  attracting  to  evil. 
Spurn'-ed,     rejected    with     dis- 
dain. 

13.  Lure,  to  attract,  to  entiee. 

14.  En-chant'-ed,    affected  with   en- 

chantment, bewitched. 


THE    FESTAL    BOARD. 

1.  Come  to  the  festal  board  to-night, 

For  bright-eyed  beauty  will  be  there, 
Her  coral  lips  in  nectar  steeped, 
And  garlanded  her  hair. 

2.  Come  to  the  festal  board  to-night, 

For  there  the  joyous  laugh  of  youth 
Will  ring  those  silvery  peals,  which  speak 
Of  bosoms  pure,  and  stainless  truth. 

3.  Come  to  the  festal  board  to-night, 

For  friendship,  there,  with  stronger  chain, 
Devoted  hearts  already  bound 
For  good  or  ill,  will  bind  again. 
/  went. 


4.  Nature  and  art  their  stores  outpoured  ; 

Joy  beamed  in  every  kindling  glance  ; 
Love,  friendship,  youth,  and  beauty,  smiled; 
What  could  that  evening's  bliss  enhance  ? 
fVe  parted. 

5.  And  years  have  flown  ;    but  where  are  now 

The  guests,  who  round  that  table  met  1 
Rises  their  sun  as  gloriously 

As  on  the  banquet's  eve  it  set  ? 

6.  How  holds  the  chain  which  friendship  wove  ? 

It  broke  ;    and,  soon,  the  hearts  it  bound 
— 10- — 


-<a 


"US  &CGUFFEY'S  third  e 


^0 


Were  widely  sundered  ;    and  for  peace, 
Envy,  and  strife,  and  blood,  were  found. 

7.  The  merriest  laugh  which  then  was  heard 

Has  changed  its  tones  to  maniac  screams, 
As  half-quenched  memory  kindles  up 
Glimmerings  of  guilt  in  feverish  dreams. 

8.  And  where  is  she,  whose  diamond  eyes 

Golconda's  purest  gems  outshone  ? 
Whose  roseate  lips  of  Eden  breathed  ? 
Say,  where  is  she,  the  beauteous  one  ? 

9.  Beneath  yon  willow's  drooping  shade, 

With  eyes  now  dim,  and  lips  all  pale, 
She  sleeps  in  peace.     Read  on  her  urn, 
"w2  broken  heart.'''     This  tells  her  tale. 

10.  And  where  is  he,  that  tower  of  strength, 

Whose  fate  with  hers,  for  life  was  joined  1 
How  beats  his  heart,  once  honor's  throne  ? 
How  high  has  soared  his  daring  mind  ? 

1.  Go  to  the  dungeon's  gloom  to-night: 
His  wasted  form,  his  aching  head, 
And  all  that  now  remains  of  him, 
Lies,  shuddering,  on  a  felon's  bed. 

12.  Ask  you  of  all  these  woes  the  cause  ? 

The  festal  board,  the  enticing  bowl 
More  often  came,  and  reason  Med, 

And  maddened  passions  spurned  control. 

13.  Learn  wisdom  then.     The  frequent  feast 

Avoid  ;    for  there,  with  stealthy  tread 
Temptation  walks,  to  lure  you  on, 
Till  death,  at  last,  the  banquet  spread. 

14.  And  shun,  oh,  shun  the  enchanted  cup  ! 

Though,  now,  its  draught  like  joy  appears, 
Ere  long  it  will  be  fanned  by  sighs, 
And  sadly  mixed  with  blood  and  tears. 

A  V  O  N  Y  II  0  0 


Questions.  —  What  is  the  subject  of  this  piece  '     What  is  rcsant 
by  the  "  Festal  Board  ?  "     What  dangers  lurk  around  ii,  ? 


OF   THE   ECLECTIC   SERIES.  219 


LESSON    LXXV. 


3.  Ro-deem'-ed,  ransomed,  rescued.    I    9.  Com'-fort-ed,     consoled,     made 

4.  A-fore'-time,  formerly.  happy. 

So-journ',  to  dwell  for  a  time.  j  12.  Rere'-ward,    (pro.   reer-ward)    a 

7.  Pub'-lish-eth,  makes  known,  guard  which   marches    in   the 

rear  of  an  army. 


AWAKE,    ZION! 

Remark.  —  This  lesson  should  be  read  as  poetry.  Some  of  the 
sublimest  strains  of  poetry  are  from  Isaiah's  pen.  This  piece  has  been 
arranged,  so  as  to  exhibit  its  poetic  beauty  in  greater  perfection  than 
in  the  common  translation. 

Utter  each  letter  clearly.  —  Waste,  not  wace:  Je-ru-sa-lern,  not  Tru- 
s'lem:  midst,  not  mist:  ves-sels,  not  ves-s'ls:  Is-ra-el,  not  Is-r'el. 

1.  Awake  !  awake  !  put  on  thy  strength,  O  Zien  ! 

Put  on  thy  beautiful  garments,  O  Jerusalem,  the  holy  city ! 
For  henceforth  there  shall  no  more  come  into  thee 
The  uncircumcised  and  the  unclean. 

2.  Shake  thyself  from  the  dust; 
Arise,  and  sit  down,  O  Jerusalem  ! 
Loose  thyself  from  the  bands  of  thy  neck, 
O  captive  daughter  of  Zion  ! 

3.  For  thus  saith  the  Lord  : 

Ye  have  sold  yourselves  for  naught; 
And  ye  shall  be  redeemed  without  money. 

4.  For  thus  saith  the  Lord  God, 

My  people  went  down  aforetime  into  Egypt  to  sojourn  there, 
And  die  Assyrians  oppressed  them  without  cause. 

5.  Now  therefore,  what  have  I  here,  saith  the  Lord, 
That  my  people  is  taken  away  for  naught  ? 

They  that  rule  over  them  make  them  to  howl,  saith  the  Lord  ; 
And  my  name  continually  every  day  is  blasphemed. 

6.  Therefore  my  people  shall  know  my  name  :  [speak  : 
Therefore  they  shall  know  in  that  day  that  I  am  he  that  doth 
Behold  !  it  is  I. 

©— ■ — ® 


f ■■ @ 

220  mcguffey's  third  reader 

7.  How  beautiful  upon  the  mountains. 

Are  the  feet  of  him  that  bringeth  good  tidings,  that  publisheth 

peace  ! 
That  bringeth  good  tidings  of  good  ;  that  publisheth  salvation  ! 
That  saith  unto  Zion,  Thy  God  reigneth ! 

8.  The  watchmen 

Shall  lift  up  the  voice,  with  the  voice  together  shall  they  sing: 

For  they  shall  see  eye  to  eye, 

When  the  Lord  shall  bring  again  Zion. 

9.  Break  forth  in  joy,  sing  together, 
Ye  waste  places  of  Jerusalem  ! 
For  the  Lord  hath  comforted  his  people. 
He  hath  redeemed  Jerusalem. 

10.  The  Lord  hath  made  bare  his  holy  arm 
In  the  eyes  of  all  the  nations ; 
And  all  the  ends  of  the  earth 
Shall  see  the  salvation  of  our  God. 

11.  Depart  ye  !  depart  ye  !  go  ye  out  from  thence, 
Touch  no  unclean  thing ; 
Go  ye  out  of  the  midst  of  her  ; 
Be  ye  clean  that  bear  the  vessels  of  the  Lord. 

12.  For  ye  shall  not  go  out  with  haste  ; 
Nor  go  by  flight : 
For  the  Lord  will  go  before  you  ; 
And  the  God  of  Israel  will  be  your  rere-ward. 

Isaiah    LII. 


Questions.  —  "What  is  called  Zion  ?  "Who  are  called  watchmen  ? 
Who  was  Isaiah  ?  For  what  are  his  writings  distinguished  ?  What 
is  it  to  see  eye  to  eye  ? 


ARTICULATION. 

Zl,     zlz,  zlst.     Dazzl',       dazzl's,          dazzl'st:  muzzl',  &c. 

Drizzl',      drizzl's'         drizzl'st:  puzzl',  &c. 

2                                2                                           2  2 

Zld,  zldst.            Dazzl'd,     dazzl'dst:      muzzl'd,  muzzl'dst. 


OF   THE   ECLECTIC   SERIES. 


LESSON    LXXVI. 


1.  Co'-hort,  a  body  of  warriors. 
Sheen,  brightness. 

3.  Wax'-ed,  grew,  became. 

4.  Gasp'-ing,  the  act  of  opening  the 

mouth  to  catch  breath. 


Spray,     water    driven    from    the- 
sea. 
5.  Dis-tort'-ed,  twisted  out  of  natu- 
ral shape. 

Ban'-ner,  a  military  flag  or  ensign. 


6 


THE  DESTRUCTION  OF  SENNACHERIB. 

Remark.  —  There  is,  in  such  poetry  as  the  following,  a  pause,  I 
called  the  cesural  pause,  about  the  middle  of  the  line.     This  pause 
must  be  observed  for  the  sake  of  the  melody,  even  when  the  sense 
does  not  require  ifc.    Be  careful,  however,  that  these  pauses  are  not 
monotonous. 

Articulate  distinctly.  —  Fold,  not  fole:   gold,  not  gole:  for-est, 
not  for-es:  host,  not  hoce:  rust,  not  russ. 

1.  The  Assyrian  came  down  like  the  wolf  on  the  fold, 
And  his  cohorts  were  gleaming  with  purple  and  gold ; 
And  the  sheen  of  their  spears  was  like  stars  on  the  sea, 
When  the  blue  waves  roll  nightly  on  deep  Galilee. 

2.  Like  the  leaves  of  the  forest  when  summer  is  green, 
That  host  with  their  banners  at  sunset  was  seen, 

Like  the  leaves  of  the  forest  when  autumn  hath  blown,   i 
That  host  on  the  morrow  lay  withered  and  strown ; 

! 

3.  For  the  Angel  of  Death  spread  his  wings  on  the  blast, 
And  breathed  in  the  face  of  the  foe  as  he  passed ; 
And  the  eyes  of  the  sleepers  waxed  deadly  and  chill, 
And  their  hearts  but  once  heaved,  and  forever  were  still. 

4.  And  there  lay  the  steed  with  his  nostrils  all  wide, 

But  thro'  them  there  rolled  not  the  breath  of  his  pride, 
And  the  foam  of  his  gasping  lay  white  on  the  turf, 
And  cold  as  the  spray  of  the  rock-beating  surf. 

5.  And  there  lay  the  rider,  distorted  and  pale, 

With  the  dew  on  his  brow,  and  the  rust  on  his  mail; 
And  the  tents  were  all  silent,  the  banners  alone, 
The  lances  uplifted,  the  trumpet  unblown. 


222 


McGUFFEY'S  third  reader 


-® 


6.  And  the  widows  of  Ashur  are  loud  in  their  wail, 
And  the  idols  are  broke  in  the  temple  of  Baal ; 
And  the  might  of  the  Gentile,  unsmote  by  the  sword, 
Hath*  melted  like  snow  in  the  glance  of  the  Lord  ! 

BrB0.i. 


Questions.  —  What  event  docs  this  poem  describe  ?  Where  is 
the  history  to  be  found  ?  Will  you  relate  it  ?  Should  we  give  the 
same  emphasis  and  accent  to  words  in  poetry  that  we  do  in  prose?  If 
the  composition  is  truly  poetical,  will  it  be  manifest  if  well  read  ? 

Which  are  the  nouns  in  the  last  stanza  ?  What  is  the  plural  num- 
ber of  each  ?  Which  are  the  verbs  ?  Conjugate  each.  (Am,  was, 
been,  &c  )  See  Pumeo's  Analytical  Grammar,  Conjugation  of  verbs, 
pages  85,  86. 

From  what  is  the  word  sleeper  derived  ?  From  what  does  the  affix 
er  come?  Why  is  not  the  p  doubled  in  sleeper?  See  McGuffey's 
Eclectic  Spelling-book,  page  105. 


LESSON    LXXVII. 


2.  Sat'-is-fi-eth,  gives  content. 

3.  Ev-er-last'-ing,  never  ending,  last- 

ing always. 
Cov'-e-nant,  a  mutual  agreement. 

4.  Com-inand'-er,  one  who  directs  or 

governs. 


7.  Un-right'-eous,  evil,  wicked. 
A-bund'-ant-ly,  fully,  amply. 
11.  Void,  empty,  in  vain. 

Ac-coni'-plish,    effect,    bring    to 
pass. 


GOSPEL    INVITATION. 

Remark.  —  Interrogation  points  are  marks  of  a  question.  When 
the  question  can  be  answered  by  yes  or  no,  the  voice  should  rise  at 
the  interrogation  point.  But  when  it  can  not  be  answered  in  this  way, 
the  voice  should  be  allowed  to  fall. 

Pronounce  correctly.  —  Thirst-eth,  not  thust-eth:  heark-en,  (pro. 
hark-en,)  not  herk-en:  a-bund-ant-ly,  not  a-bund-unt-ly. 

1.  Ho,  every  one  that  thirsteth,  come  ye  to  the  waters,  and 
he  that  hath  no  money ;  come  ye,  buy  and  eat ;  yea,  come, 
buy  wine  and  milk,  without  money,  and  without  price. 


©- 


-o 


OF   THE   ECLECTIC    SERIES.  223 

2.  Wherefore  do  ye  spend  money,  for  that  which  is  not 
bread?  and  your  labor  for  that  which  satisfieth  not?  hearken 
diligently  unto  Me,  and  eat  ye  that  which  is  good,  and  let 
your  soul  delight  itself  in  fatness. 

S.  Incline  your  ear,  and  come  unto  Me  :  hear,  and  your 
soul  shall  live;  and  I  will  make  an  everlasting  covenant  with 
you,  even  the  sure  mercies  of  David. 

4.  Behold,  I  have  given  Him  for  a  witness  to  the  people,  a 
leader  and  commander  to  the  people. 

5.  Behold,  thou  shalt  call  a  nation  that  thou  knowest  not, 
and  nations  that  knew  not  thee  shall  run  unto  thee,  because  of  I 
the  Lord  thy  God,  and  for  the  Holy  One  of  Israel;   for  He 
hath  glorified  thee. 

6.  Seek  ye  the  Lord  while  He  may  be  found,  call  upon 

Him  while  He  is  near: 

7.  Let  the  wicked  forsake  his  way,  and  the  unrighteous 
man  his  thoughts;   and   let  him  return  unto  the  Lord,  and  j 
He  will  have  mercy  upon  him ;  and  to  our  God,  for  He  will 
abundantly  pardon. 

8.  For  My  thoughts  are  not  3^our  thoughts,  neither  are  your 
ways  My  ways,  saith  the  Lord. 

9.  For  as  the  heavens  are  higher  than  the  earth,  so  are  My 
ways  higher  than  your  ways,  and  My  thoughts  than  your 
thoughts. 

10.  For   as    the    rain    cometh   down   and    the   snow   from 
1  heaven,  and  returneth  not  thither,  but  watereth  the  earth,  and 

mr.keth  it  bring  forth  and  bud,  that  it  may  give  seed  to  the 
sower,  and  bread  to  the  eater; 

11.  So  shall  My  word  be,  that  goeth  forth  out  of  My 
mouth:  it  shall  not  return  unto  Me  void,  but  it  shall  accom- 
plish that  which  I  please,  and  it  shall  prosper  in  the  thing 
whereto  I  sent  it, 

12.  For  ye  shall  go  out  with  joy,  and  be  led  forth  with 
peace:  the  mountains  and  the  hills  shall  break  forth  before 
you  into  singing,  and  ail  the  trees  of  the  field  shall  clap  their 
hands. 

13.  Instead  of  the  thorn  shall  come  up  the  fir-tree;  and 
instead  of  the  brier,  shall  come  up  the  myrtle-tree ;  and  it  shall 
be   to  the   Lord   for  a  name,  for  an  everlasting  sign  that  shall 

1  not  be  cut  off". 

Isaiah    LV. 
k 


-% 


224 


ML"GUFFEY  S    THIRD    READER 


Questions. — What  is  implied  in  the  tirst  verse  ?  What  are  we 
told  to  do  in  the  sixth  verse  ?  How  are  we  told  to  do  this  in  the 
seventh  verse  ?     What  will  God  do  for  us  if  we  thus  come  to  him  ? 


ARTICULATION. 

a  2  a  5  4 

Check'dst,    wrong'dst,    ehuckl'dst,    entomb'dst,    warp'dst, 

2  3  3  2  2  2  2 

whelm'dst,    harp'dst,    curv'dst,    albs,    bulbs,    helv'd,  belch'd, 

3  2  2  3 

turf'dst,    engulf'dst,    impris'ndst,    return  dst. 


LESSON  LXXVI 


1.  De-cli'-neth,  decays,  fades  away. 
Hush,  silence,  stillness. 

2.  Meek'-ness,  humility,  resignation. 


Link,  to  unite, 
Pe-ti'-tion,  prayer,  request. 
4.  Pi'-nest,  grievest,  lamentest  in  si- 
lence. 


ON    PRATER. 

Articuxate  the  g  in   morning,  feeling,  kneeling,  breathing, 
blessing. 

Articulate  the  d  in  mind,  friend,  rais'd. 

1.  Go,  when  the  morning  shineth, 

Go,  when  the  moon  is  bright, 
Go,  when  the  eve  declineth, 

Go,  in  the  hush  of  night ; 
Go  with  pure  mind  and  feeling, 

Fling  earthly  thoughts  away, 
And  in  thy  chamber  kneeling, 

Do  thou  in  secret  pray. 

2.  Remember  all  who  love  thee, 

All  who  are  loved  by  thee ; 
Pray  for  those  who  hate  thee, 
If  any  such  there  be ; 


8- 


•® 


o 


-® 


OF    THE  ECLECTIC    SERIES. 


225 


Then  for  thyself  in  meekness, 

A  blessing  humbly  claim, 
And  link  with  each  petition 

Thy  great  Redeemer's  name. 

Or  if  'tis  e'er  denied  thee 

In  solitude  to  pray, 
Should  holy  thoughts  come  o  'er  thee 

When  friends  are  found  thy  way,     ■ 
E'en  then  the  silent  breathing 

Of  thy  spirit  raised  above, 
Will  reach  his  throne  of  glory, 

Who  is  Mercy,  Truth,  and  Love. 

Oh !    not  a  joy  or  blessing, 

With  this 'can  we  compare, 
The  power  that  he  hath  given  us 

To  pour  our  souls  in  prayer. 
Whene'er  thou  pin'st  in  sadness, 

Before  his  footstool  fall, 
And  remember  in  thy  gladness, 

His  grace  who  -gave  thee  all. 

Literary    Jouknal. 


Questions. — "When  should  we  pray?  Whom  should  we  remem- 
ber in  our  prayers?  What  point  is  used  in  "e'er"  in  the  third  stanza? 
Why  is  it  used  ?    What  point  is  after  "  Oh  "  in  the  fourth  stanza  ? 


LESSON   LXXIX. 


1.  Fa-mil'-iar,  well  acquainted  with. 
Gar'-ner,  to  lay  up  in  store. 

2.  Sum'-mon-ed,  called  together. 
Be-quest',  something  left  by  will. 
Suf-fo-ca'-tion,    choking,    stifling 

of  the  breath. 


4.  Va'-cant,  empty. 

6.  Ver'-dant,  green,  fresh, 

9.  Freight'-ed,  loaded. 

Sa'-vor-y,  pleasing  to  the  smell. 

Dis'-cord,  grating  sounds. 


THE    DYING    BOY. 

1.       It  must  be  sweet,  in  childhood,  to  give  back 
The  spirit  to  its  maker ;    ere  the  heart 


®- 


-@ 


©- 


226 


MCGUFFEY  S   THIRD    READER 


Has  grown   familiar  with  the  paths  of  sin, 

And  sown,  to  garner  up  its  biiter  fruits. 

I   knew  a  boy   whose  infant  feet  had  trod 

Upon  the  blossoms  of  some  seven  springs, 

And  when  the  eighth  came  round,  and  called  him  out 

To  revel  in  its  light,  he  turned  away, 

And  sought  his  chamber  to  lie  down  and  die. 

2.  'T  was  night:    he  summoned  his  accustomed  friends, 
And  on  this  wise  bestowed  his  last  bequest. 

"Mother,  I'm  dying  now! 
There's  a  deep  suffocation  in  my  breast, 
As  if  some  heavy  hand  my  bosom  pressed : 

And  on  my  brow 

I  feel  the  cold  sweat  stand, 
My  lips  grow  dry  and  tremulous,  and  my  breath 
Comes  feebly  on.     Oh !    tell  me,  is  this  death  ? 

3.  "Mother,  your  hand, 
Here,  lay  it  on  my  wrist, 

And  place  the  other  thus  beneath  my  head, 
And  say,  sweet  mother,  say,  when  I  am  dead, 

Shall   I  be  missed  1 

Never  beside  your  knee, 
Shall  I  kneel  down   again  at  night  to  pray ; 
Nor  with   the  morning  wake,  and  sing  the  lay 

You  taught  me  ? 

4.  "  Oh,  at  the  time  of  prayer, 

When  you  look  round,  and  see  a  vacant  seat, 
You  will  not  wait  then  for  my  coming  feet ; 

You  '11  miss  me  there. 

Father,  I  am  going  home  ! 
To  the  good  home  you  spoke  of,  that  blest  land, 
Where  it  is  one  bright  summer  always,  and 

Storms  do  never  come. 


"  I  must  be  happy  then  ; 
From  pain  and  death  you  say  I  shall  be  free, 
That  sickness  never,  enters  there,  and  we 

Shall  meet  again. 

Brother,  the  little  spot 
I  used  to  call  my  garden,  where  long  hours 
We  've  stayed  to  watch  the  budding  things,  and  flowers, 

Forget  it  not ! 


<&■ 


©- 


OF   THE   ECLECTIC   SERIES.  227 

6.  "  Plant  there  some  box  or  pine, 
Something  that  lives  in  winter,  and  will  be 
A  verdant  offering  to  my  memory, 

And  call  it  mine ! 

7.  "  Sister,  my  young  rose  tree, 

That  all  the  spring  has  been  my  pleasant  care, 
Just  putting  forth  its  leaves  so  green  and  fair, 

I  give  to  thee ; 

And  when  its  roses  bloom, 
I  shall  be  far  away,  my  short  life  done ; 
But  will  you  not  bestow  a  single  one 

Upon  my  tomb  ? 

8.  "  Now,  mother,  sing  the  tune 

You  sang  last  night ;    I  'm  weary,  and  must  sleep. 
Who  was  it  called  my  name  ?     Nay,  do  not  weep, 
You  '11  all  come  soon  !  " 

9.  Morning  spread  over  earth  her  rosy  wings, 
And  that  meek  sufferer,  cold,  and  ivory  pale, 
Lay  on  his  couch  asleep.     The  gentle  air 
Came  through  the  open  window,  freighted  with 
The  savory  odors  of  the  early  spring ; 

He  breathed  it  not;  the  laugh  of  passers  by 
Jarred  like  a  discord  in  some  mournful  tune, 
But  wakened  not  his  slumber.     He   was  dead. 

Mrs.    SiaouRNEY. 


Questions.  —  What  is  the  subject  of  this  piece?  What  is  said 
of  childhood  ?  What  did  the  little  boy  exclaim,  as  he  addressed  his 
mother  ?  What  did  he  say  to  his  father  ?  What,  to  his  brother  ? 
What,  to  his  sister?  What  was  his  last  request  of  his  mother?  What 
reason  did  he  give,  why  they  should  not  weep  ?  What  is  it  that  will 
enable  us  to  triumph  over  death.  1 


&- 


0 — 9 

228  MCGUFFEY'S   THIRD   READER. 


ARTICULATION. 

Note.  —  As  the  articulation  of  r,  especially  in  its  rolling  or  rough 
sound,  is  somewhat  difficult,  this  exercise  is  devoted  to  that  letter  in 
its  various  combinations. 

Observe,  that  here,  as  in  the  preceding  exercises,  silent  letters  are 
sometimes  omitted,  that  the  attention  may  be  directed  to  the  sounds 
'only. 

2  2  2  2  2  14 

Brand,  brick,  brittl',  brush,  brown,  draggl',  dreary,  drawl, 

2  2  2  2  2  1  4 

drench,  dredge,   drift,   drink,   drunk,   drown,   fragrant,   fraud, 

12  2  2.  113 

fright,    french,    frizzl',    frolic,    frown,    grace,    grade,    graft, 

2  2  1  2  2  1  1 

grand,    gran'ry,    grange,    grappl',     grizzl  ,     green,     grown, 

5  2  3  2  4  12 

groove,  ground,   grumbl',   craft,  cranny,  crawl,  cream,  crisp, 

2  1 

crippl',    creep. 


Kraken,    kraal,    kremlin,    crizzl',    crutch,    crash,    praise, 

2  2  2  1.1  3  3  2 

prank,    press,    prester,    price,    prime,    prince,    print,    prink, 

1  2  2  2  5  ]  1 

probe,    profit,    prog,    prompt,    proof,    prowl,   prude,   prussic, 

21  22.2  2  2  2  2 

propt,  trace,  tract,  tragic,  transit,  travel,  tread,  trebl',  trellis, 

2  2  1  12  2  1 

trench,    tressl',    triumph,    troll,    trundP,    trout,    trump,   truly, 

2 

trusty. 


Thread,    three,    thrifty,    throttl',    thrum,    thrush,    throw, 

12  2  242  2  2 

thrive,  throng,  throb,  thrid,  thrall,   straggl',  strand,    strength, 

a  2  1.  2  1  1  13 

stress,    stretch,     strait,     strict,    strike,     strode,     stroll,     strop, 

2  2  2.  22  2  4 

struggl',    strut,    strychnia,  scrabbl  ,  scrambl  ,  scratch,  scrawl. 

2  112  2  1  2 

scribbl',  scroll,  scrupl',  shrill,  shrink,  shrine,  shroud,  shrub, 

2  2  1.  2  24  21 

shrunk,  shriv'l,  sprain,  sprang,  sprat,  sprawl,  spread,  sprite, 

2  1  2 

spring,  spruce,  sprinkl'. 


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work  on  the  Analysis  of  English  sentences. 

PECULIARITIES    OF    THIS    SERIES. 

1.  Simplicity   of  arrangement,  definitions,   rules,    exercises    and 

illustrations. 

2.  Variety  and   attractive    nature    of  the   exercises,  which  are 

varied  and  full. 

S-  Minute   and    extensive   analysis — introduced    early   and    con- 
tinued to  the  close. 

4.  Composition  is  taught  in  all  its  elementary  principles. 

THEIR    POPULARITY. 

Probably  no  series  of  grammars  published,  ever  attained  so  firm 
an  introduction  into  the  best  schools  of  the  country. 

This  is  owing  to  their  rare  and  unquestioned  merit,  as  numerous 
testimonials  from  leading  educators  show. 

I'hey  are  commended  as  "works  of  the  highest  merit, — clear, 
comprehensive,  practical  and  thorough,  embodying  the  true 
system  of  teaching  the  principles  of  the  English  language.'' 

Their  philosophical  plan  and  simplicity  of  arrangement,  the 
progressive  character  of  the  lessons,  the  abundance,  variety 
and  excellence  of  the  exercises,  and  their  admirable  adaptation 
to  the  wants  of  both  pupil  and  instructor,  leave  little  need  of 
further  improvement." 


CINCINNATI: 

SARGENT,    WILSON    &    H  INKLE 

NEW  YORK:  CLARK  &  MAYNARD. 

PHILADELPHIA:  J.  B.  LIPPINCOTT  k  CO- 


EXCELLENT  SCHOOL  BOOKS. 

THE 

ECLECTIC  EDUCATIONAL  SERIES, 

PUBLISHED  BY  SARGENT,  WILSON  &  HINKLE, 
137  Walnut  Street,  Cincinnati. 


SPELLING— HEADING. 

McGuffey's  New  Primary   School   Charts: 

A  Series  of  Six  Numbers  ;  designed  to  accompany 
McGuffey's  New  Eclectic  Readers.  Are  2h  feet  wide 
and  3  feet  long,  printed  on  large,  beautiful  type  :  to 
be  suspended  on  tbe  wall  of  the  School  Room. 

McGuffey's  Newly  Revised  Eclectic  Spelling 

Book:  containing  more  than  Twelve  Thousand  words, 
mostly  primitive,  with  rules  and  examples  for  the 
formation  of  derivatives.       .     .     .       16mo.,  144  pages. 

McGuffey's    New   First     Eclectic    Header: 

containing  the  alphabet,  and  simple,  easy  lessons  of 
words  of  one  and  two  syllables,  in  reading,  for  little- 
learners.     Profusely  illustrated.    .     .    lGmo.,  84  pages. 

McGuffey's  New   Second  Eclectic   Reader: 

easy  lessons  in  reading  and  spelling,  for  young  pupils. 
Contains  carefully-arranged  drill  exercises  in  Articu- 
lation, upon  the  vowel  and  consonant  sounds.  Richly 
illustrated 16mo.,  160  pages. 

SARGENT,  WILSON  &. HINKLE,  Cincinnati, 


EXCELLENT   SCHOOL   BOOKS. 


McGuffey's  New    Third    Eclectic    Reader: 

containing  interesting  and  instructive  primary  lessons, 
for  young  pupils.  Drill  exercises  in  Articulation  con- 
tinued.    Illustrated IGmo.,  240  pages. 

McGuffey's  New   Fourth   Eclectic  Reader: 

embracing  chaste  and  instructive  lessons  in  prose 
and  poetry,  for  the  young.  Drill  exercises  in  Articu- 
lation continued,  and  primary  lessons  on  Accent  and 
Inflection  introduced.     Illustrated.     12mo.,  216  pages. 

McGuffey's    New    Fifth    Eclectic   Reader: 

containing  choice  extracts  in  prose  and  verse,  for 
middle  classes ;  also  drill  exercises  in  Articulation, 
Inflection,  Emphasis,  etc.     .     .     .     12mo.,  336  pages. 

McGuffey's   New   Sixth    Eclectic   Reader: 

a  rhetorical  reading  book,  for  the  more  advanced 
classes.  The  principles  of  elocution  explained  and 
illustrated  in  a  more  extended  and  systematic  form 
than  in  the  preceding  volumes.      .     12mo.,  448  pages. 

McGuffey's  New  High  School  Reader:  con- 
taining copious  classic  exercises,  for  the  highest  classes 
in  Schools.  The  best  selection  of  literary  gems  for 
school  reading  ever  compiled.  .     .     12mo.,  480  pages. 

HEADING— DECLAMATION. 

McGuffey's  New  Juvenile  Speaker;  em- 
bracing choice  and  animating  exercises  in  speaking  or 
reading,  for  young  pupils.  Just  the  book  for  the  boys  : 
the  selections  new,  fresh,  and  racy.     12mo.,  228  pages. 

SABGENT,  WILSON  &  HINKLE,  Cincinnati. 


EXCELLENT  SCHOOL   BOOKS. 


Mc&irffey's  New  Eclectic  Speaker,  com- 
prising Three  Hundred  exercises  for  reading  or  dec- 
lamation. May  be  used  as  a  reader  or  speaker,  the 
selections  being  adapted  to  the  double  purpose  of 
declamation  and  reading.  Highly  approved  wherever 
it  has  been  adopted 12mo.,  504  pages. 


ARITHMETIC— ALGEBRA. 

Kay's  Arithmetic,  First   Book  (Primary) ; 

embracing  short  and  simple  Mental  Lessons,  and 
Tables  —  Addition,  Subtraction,  Multiplication,  and 
Division — -for  little  learners.      .     .     16mo.,  80  pages. 

Kay's  Arithmetic,  Second  Book  (Intel- 
lectual) ;  by  induction  and  analysis ;  a  thorough 
course  of  Mental  Exercises.  The  best  Intellectual 
Arithmetic  extant 16mo.,  161  pages. 

Ray's  Arithmetic,  Third  Book  (Practical) : 

for  Common  Schools  and  Academies.  A  full  and 
complete  treatise  on  the  inductive  and  analytic  meth- 
ods of  instruction 16mo.,  320  pages. 

Key  to  Ray's  Practical  Arithmetic,  con- 
taining solutions  of  problems  in  Ray's  Third  Book  ; 
also,  a  large  amount  and  variety  of  examples  for  the 
slate  or  black-board 12mo.,  224  pages. 

Ray's   Higher  Arithmetic,    in    which   the 

principles  of  Arithmetic  are  rigidly  analyzed  and 
practically  applied  :  for  advanced  classes  and  business 
men.     A  very  superior  work.     .     .     12mo.,  370  pages. 

SABGENT,  WILSON  &  HINKLE,   Cincinnati. 


EXCELLENT   SCHOOL   BOOKS. 


Key  to  Bay's  Higher  Arithmetic.     A  small, 

neat  volume,  containing  full  and  lucid  solutions  to  the 
more  difficult  problems  in  that  work.     12mo.,  180  pages. 

Kay's  Test  Examples;  a  New  Book,  em- 
bracing over  Three  Thousand  carefully-prepared 
practical  problems  for  the  slate  or  black-board  ;  for 
drill  exercises  and  review.  Two  editions  published — 
one,  without  Answers,  136  pages ;  the  other,  with 
Answers 16mo.,  168  pages. 

Kay's  Algebra,  First   Book  (Elementary) ; 

a  simple,  thorough,  and  progressive  elementary  treatise, 
for  Common  Schools  and  Academies.  Designed  to 
impart  both  a  practical  and  theoretical  knowledge  of 
the  subject 12mo.,  240  pages. 

Kay's  Algebra,  Second  Book  (Higher) ;    an 

analytical  treatise,  for  advanced  students  in  High 
Schools  and  Academies,  and  for  Colleges  :  a  lucid  and 
comprehensive  work 12mo.,  396  pages. 

Key  to  Kay's   Algebra,  First  and   Second 

Books ;  containing  statements  and  solutions  of  ques- 
tions ;  also,  an  Appendix,  embracing  Indeterminate 
and  Diophantine  Analysis,  etc.      .     12mo.,  344  pages. 


ENGLISH   GRAMMAR. 

Pinneo's   Primary   Grammar,   for  Common 

Schools  ;  a  small,  neat  volume,  presenting  in  a  concise 
and  simple  manner  the  established  principles  of  Eng- 
lish Grammar 16mo.,  160  pages. 

SARGENT,  WILSON  &  HINKLE,  Cincinnati. 


EXCELLENT   SCHOOL   BOOES. 


Pinneo's  Analytical  Grammar;  a  thorough 

and  comprehensive  treatise  for  advanced  pupils.  Has 
just  been  carefully  revised  and  compared  with  the 
latest  and  best  authorities,  introducing  the  most  val- 
uable results  of  grammatical  study,  and  numerous  and 
varied  exercises  in  Analysis.     .     .     I2mo.,  214  pages. 

Pinneo's  English  Teacher;  a  brief  and  val- 
uable introductory  to  the  art  of  Composition,  being 
a  thorough,  complete,  and  practical  treatise  on  the 
analysis  and  synthesis  of  sentences.  A  very  im- 
portant and  valuable  work :  no  Teacher  should  be 
without  it.     .......     .      12mo.,  2-iO  pages. 


SCHOOL   MUSIC. 

The  Young  Singer,  Part   I,   presents  the 

rudiments  of  Music  in  a  concise  and  simple  manner, 
with  elementary  exercises  sufficiently  numerous  and 
varied  for  ordinary  purposes  of  instruction.  The 
Music  has  been  selected  with  especial  reference  to 
young  pupils.     .........     10mo.,  192  pages. 

The  Young  Singer,  Part  II,  is  a  more  ad- 
vanced work,  and  designed  as  a  complete  Music 
manual,  for  Common,  Grammar,  and  High  Schools, 
It  embraces  a  great  variety  of  Music  and  Songs,  both 
original    and    selected.  :     .     IGmo.,  160  pages. 

The  Young  Singer,  Parts  I  and  II,  embraces 

an  interesting  and  varied  collection  of  Juvenile  Music, 
designed  to  meet  the  wants  of  pupils  in  all  our  Com- 
mon and  Select  Schools,  in  which  music  is  taught. 

S&SGKBUT-,  WILSON  '&  HIHKLE,  Cineiaaatlt 


EXCELLENT  SCHOOL  BOOKS. 


MISCELLANEOUS. 

Object  Lessons,  or  Things  Taught;  a  sys- 
tematic course  of  instruction  in  Composition  and  Ob- 
ject Lessons.  Prepared  by  order  of  the  Cincinnati 
Public  Scliool  Board,  for  use  in  the  Public  Schools 
of  that  city.  Recommended  by  the  Teachers  and 
adopted  by  the  Board,  and  approved  by  the  Ohio  State 
Teachers'  Association 16mo.,  96  pages. 

Kicld's  Elocution;    a  complete  treatise  on 

Vocal  Culture,  Beading,  and  Speaking.  This  work 
presents  full  directions  and  exercises  for  the  cultiva- 
tion of  the  voice,  and  the  easy  and  thorough  acquisition 
of  tbe  principles  of  Elocution.      .     12mo.,  480  pages. 

DeWolf's  Instructive  Speller  and  Hand- 
Book  of  Derivative  Words,  designed  to  secure  a 
thorough  knowledge  of  the  elementary  sounds,  and 
correct  habits  of  pronunciation  and  orthography ; 
containing  Dictation  Exercises,  and  a  simple  but  com- 
plete study  of  derivative  words.     .     12mo.,  168  pages. 

Hemans'  Young  Ladies'  Reader,  for  Female 

Schools,  containing  choice  extracts  in  prose  and 
poetry,  selected  from  the  writings  of  more  than  one 
hundred  and  thirty  different  authors ;  also,  an  intro- 
duction upon  Vocal  Culture.     .     .     12mo.,  480  pages. 

Evans7  School  Geometry ;  the  Primary  Ele- 
ments of  Plane  and  Solid  Geometry,  for  Schools  and 
Academies.  A  concise  treatise,  designed  for  that  class 
of  students  who  have  not  time  to  master  the  larger 
works.      .     .     .- 12mo.;  108  pages. 

SARGENT,  WILSON  &  HINKLE,  Cincinnati- 


-EXCELLENT   SCHOOL  BOOKS. 


THE 

ECLECTIC  EDUCATIONAL  SERIES 

EMBRACES 

McG-uffey's  Primary  School  Charts,      .     .  6  Nos. 

McGuffey's  Eclectic  Speller, 1  Book. 

McG-uffey's  New  Eclectic  Readers,  ...  7  Books. 

McGuffey's  New  Eclectic  Speakers,      .     .  2  Books. 

Bay's  Series  of  Arithmetics, 7  Books. 

Ray's  Series  of  Algebras, 3  Books. 

Pinneo's  Series  of  Grammars, 3  Books. 

GREAT  MERIT. — These  School  Books  possess  the  highest  merit, 
are  more  widely  introduced  than  any  other  series  published,  and 
have  received  the  cordial  indorsement  of  the  most  intelligent  and 
successful  Teachers,  throughout  the  Union. 

ECONOMY  TO  PARENTS. — They  combine  the  rare  advantage*  of 
superior  intrinsic  merit,  typographical  beauty,  Cheapness,  and  Ax- 
tensive  uniformity  of  adoption  and  use. 

EXTENSIVE    POPULARITY. 

The  Eclectic  Series  is  recommended,  at  this  time,  wholly  or 
in  part,  by  the  following  State  Superintendents  of  Public 
Instruction: 

Hon.  Anson  Smyth,  State  Supt.  of  Ohio. 

Hon.  Miles  J.  Fletcher,  State  Supt.  op  Indiana. 

Hon.  Newton  Bateman,  State  Supt.  of  Illinois. 

Hon.  T.  H.  Benton,  Jr.,  State  Supt.  of  Iowa. 

Hon.  James  L.  Pickard,  State  Supt.  of   Wisconsin. 

Hon.  Benj.  F.  Crary,  State  Supt.  of  Minnesota. 

Hon.  Wm.  R.  Griffith,  State  Supt.  of  Kansas. 

Hon.  Wm.  B.  Starke,  State  Supt.  of  Missouri. 

Approved  and  adopted  in  many  Schools  in  the  NEW  ENGLAND 
STATES,  in  NEW  YORK  CITY  Public  Schools  — in  the  Public 
Schools  of  PENNSYLVANIA  — and  in  nearly  every  other  State 
where  liberal   attention  is  given  to  public  instruction. 

SARGENT,  WILSON  &  HINKLE,  Cincinnati. 


EXCELLENT    SCHOOL   BOOKS. 


From  Hon.  Anson  Smyth,  State  Supt.  of  Public  Instruction, 
OHIO. 

I  know  of  no  other  Readers  which  I  could  more  earnestly  in- 
dorse than  McGufhey's  New  Eclectic  Series.  Kay's  Arith- 
metics need  no  praise.  They  are  their  own  commendation.  I 
esteem  Pinnko's  Grammars  as  among  the  best  text-books  extant 
for  guiding  the  learner  to  a  knowledge  of  the  correct  use  of  our 
language.  Anson  Smyth. 

From  Hon.  M.  J.  Fletcher,  late  State  Supt.  of  Pub.  Inst, 
INDIANA. 

The  public  sentiment,  as  expressed  in  Indiana  by  the  almost  uni- 
versal use  of  the  Eclectic  Educational  Series,  was  sufficient 
of  itself  to  induce  the  State  Board  of  Education  to  recom- 
mend them. 

In  addition  to  this,  by  careful  examination^  I  am  well  satisfied 
that  their  true  intrinsic  and  comparative  merit  entitles  them  to 
such  recommendation.  Miles  J.  .Fletcher. 

From  Eon.  Newton  Bateman,  State  Supt.  of  Pub.  hist, 
ILLINOIS. 

I  believe  no  series  of  books  ever  obtained  so  many  voices  of 
approval  from  Teachers  as  McGuffey's  Eclectic  Readers.  No 
other  has  been  so  popular  throughout  the  West,  we  well  know. 
Ray's  Arithmetics  have  deservedly  shared  in  the  popularity  of 
the  Eclectic  Series.  The  Algebras  are  clear,  full,  and  compre- 
hensive. Newton  Bateman. 

From  LTon.  T.  H.  Benton,  Jr.,  State  Supt.  of  Pub.  Inst., 
IOWA. 

I  have  carefully  examined  the  New  Editions  of  McGuffey's 
Eclectic  Readers,  Pinneo's  Grammars,  and  Ray's  Series  of 
Arithmetics  and  Alqerras,  and  cordially  approve  them  as  text- 
books for  our  schools.  Taking  the  whole  series  together — Read- 
ers, Grammars,  Arithmetics,  and  Algebras — I  do  not  believe  a 
similar  collection  has  yet  been  published  which  is  better  adapted 
to  our  wants.  Thomas  H.  Benton,  Jr. 

From  Hon.  B.  F.  Crary,  State  Supt.  of  Pub.  Inst, 
MINNESOTA. 

I  have  examined  the  Eclectic  Educational  Series  of  School 
Books,  and  have  no  hesitation  in  saying  they  are  Superior  to  any 
similar  text-books  that  have  come  under  my  observation.  I  rejoice 
that  a  Western  House  has  been  able  to  meet  the  increasing  wants 
of  the  West  in  this  great  field.  B.  F.  Crary. 

SAEGENT,  WrLSON  &  HINKLE,  Cfrftim&ti. 


\ 


-#/ 


J 


APPROVED   SCHOOL  BOOKS. 


SPELLING— READING. 

McGUFFEY'S  NEW  PRIMARY  SCHOOL  CHARTS     . 
McGUFFEY'S  NEWLY  REVISED  ECLECTIC  SPELLING  BOOK 
McG  UFFEY'S  NEW  FIRST       ECLECTIC  READER  .        . 

McGUFFEY'S  NEW  SECOND  ECLECTIC  READER 
McGUFFEY'S  NEW  THIRD  ECLECTIC  READER 
McG  t'FFEY'S  NEW  FOURTH  ECLECTIC  READER 
McG  UFFEY'S  NEW  FIFTH  ECLECTIC  READER 
McGUFFEY'S  NEW  SIXTH  ECLECTIC  READER 
McGUFFEY'S  NEW  HIGH  SCHOOL  READER  .... 
McGUFFEY'S  NE„  .TUVKNILE  SPEAKER.  . 
McGUFFEY'S  NEW  .'.CLECTIC  SPEAKER  .... 


6  Nov 
1 '  Mo. 

ll>  Mo. 
16  Mo. 
iGMo. 
12  Mo. 
12  Mo. 
12  Mo, 
Xl  Mo. 
12  Mo. 
12  Mo. 


ARITHMETIC— ALGEBRA. 

RAY'S  ARITHMETIC  FIRST      BOOK  —  (PRIMARY)     , 
RAY'S  ARITHMETIC..    :i.„OND  BOOK  —  (INTELLECTUAL 
RAY'S  ARITHMETIC,  THIRD     BOOK  —  (PRACTICAL) 
KEY  TO  RAY'S  PRACTICAL  ARITHMETIC       . 
RAYS  HIGHER  ARITHMETIC  —  ^OURTH  BOOK) 
KEY  TO  RAY'S  HIGHER  ARITHMETIC     . 
RAY'S  TEST  EXAMPLES  —  (WITH  ..N^WERS) 
RAY'S  TEST  EXAMPLES  —  (WITHOUT  ANSWERS) 
RAYS  ALGEBRA,  FIRST      BOOK  —  (ELEMENTARY) 
RAY'S  ALGEBRA,  SECOND  BOOK  —  (HIGHER)       . 
KEY  TO  RAY'S  ALGEBRAS.  1st  &  2d  BOOKS    . 


16  Mo. 
16  Mo. 
10  Mo. 
16  Mo. 
12  Mo. 
12  Mo. 
16  Mo. 
IGMo. 
12  Mo. 
12  Mo 
12  Mo. 


ENGLISH  GRAMMAR. 


PINNEO'S  PRIMARY  GRAMMAR 
PINNEO'S  ANALYTICAL  GRAMMAR 
PINNEO'S  ENGLISH  TEACHER     . 


16  Mo. 
12  Mo. 
12  Mo. 


MISCELLANEOUS. 

OBJECT  LESSONS,  BY  LILIENTHAL  AND  ALLYN 

KIDD'S  ELOCUTION  AND  VOCAL  CULTURE 

CHAPMAN'S  AGRICULTURAL  CHEMISTRY 

De  WOLF'S  INSTRUCTIVE  SPELLER 

EVANS'  SCHOOL  GEOMETRY 

HEMANS'  YOUNG  LADIES'  READER 

THE  YOUNG  SINGER,  PART    I  —  (SCHOOL  MUSIC) 

THE  YOUNG  SINGER,  PART  II  —  (SCHOOL  MUSIC) 

THE  LITTLE  TEACHER,  OR  WORD  METHOD 

WHITE'S  CLASS  BOOK  OF  GEOGRAPHY  - 


16  Mo. 

12  Mo. 
16  Mo. 
12  Mo. 
12  Mo. 
12  Mo. 
16  Mo. 
).;Mo. 
16  Mo. 
16  Mo. 


u 


SARGENT,    WILSON   &  IIINKLE,  Cincinnati. 


